The socio-economic gradient in children's reading skills and the role of genetics
By the time children leave primary school there is a large socio-economic gap in their reading proficiency. There are a number of potential explanations for this socio-economic gap and in this paper we investigate the role of three particular genes and gene-environment interactions in determining childrenâ€™s reading skills, using the Avon Longitudinal Study of Parents and Children (ALSPAC) dataset. We find that whilst these genes are indeed correlated with reading outcomes, effect sizes are small and sensitive to the choice of test used and the sample selected. Our results suggest that the leading candidate genes can jointly explain just 2% of the socio-economic gap in childrenâ€™s reading test scores. We conclude that the influence of these three genes on childrenâ€™s reading ability is limited, and their role in producing socio-economic gaps in reading ability is even more limited still.
|Date of creation:||05 Jun 2013|
|Contact details of provider:|| Postal: Department of Quantitative Social Science. UCL IOE, 20 Bedford Way London WC1H 0AL|
Phone: (44) (0)20 7612 6654. Eliminate (44) and add (0) if calling from inside the UK. Add (44) and eliminate (0) if calling from abroad.
Fax: (44) (0)20 7612 6686
Web page: http://www.ioe.ac.uk/research/departments/qss/35445.html
More information through EDIRC
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Leon Feinstein, 2003. "Inequality in the Early Cognitive Development of British Children in the 1970 Cohort," Economica, London School of Economics and Political Science, vol. 70(277), pages 73-97, February.
- Petra E. Todd & Kenneth I. Wolpin, 2003. "On The Specification and Estimation of The Production Function for Cognitive Achievement," Economic Journal, Royal Economic Society, vol. 113(485), pages 3-33, February.
- Jere R. Behrman & Mark R. Rosenzweig, 2002. "Does Increasing Women's Schooling Raise the Schooling of the Next Generation?," American Economic Review, American Economic Association, vol. 92(1), pages 323-334, March.
When requesting a correction, please mention this item's handle: RePEc:qss:dqsswp:1310. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Bilal Nasim)
If references are entirely missing, you can add them using this form.