Figure 1. Reading- and language-related traits have a shared genetic architecture that is largely independent of performance IQ. (IMAGE)
Caption
A: Genetic correlations (rg) among the reading- and language-related traits, estimated with LDSC. Estimates capped at 1. Full LDSC results are reported in Dataset S4. In addition, genetic correlations are given between the GenLang traits and 1) performance IQ (using GenLang cohorts only), 2) educational attainment (n=766,345) and full-scale IQ (n=257,828), 3) non-cognitive abilities involved in educational attainment, resulting from a recent GWAS-by-subtraction study (n=510,795), and 4) components associated with distinct performance domains, identified used a decomposition analysis of Danish school grades (n=30,982). Full results can be found in Dataset S8. *Significant genetic correlation after correction for 18.28 independent comparisons (p<2.74x10-3); **p<2.74x10-4; ***p<2.74x10-5. B: Three factor model fitted to the GenLang summary statistics for word reading, nonword reading, spelling, phoneme awareness, nonword repetition and performance IQ, and to published GWAS summary statistics for full-scale IQ and educational attainment, using GenomicSEM. Black and grey paths represent factor loadings with p<0.05 and p>0.05, respectively. Standardized factor loadings are shown, with standard error in parentheses. The subscript g represents the genetic variables; the u variables represent the residual genetic variance not explained by the models. Unstandardized results and model fit indices are reported in Dataset S9.
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Simon Fisher / Else Eising
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