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Comorbidity of Reading and Mathematics Disabilities

Genetic and Environmental Etiologies

Jacquelyn Gillis Light is a postdoctoral research fellow at the Institute for Social Research, University of Michigan, Ann Arbor, and is supported by a postdoctoral training grant from the National Institute of Mental Health.

John C. DeFries

John C. DeFries is professor of psychology and director of the Institute for Behavioral Genetics, University of Colorado, Boulder. He is director of the Colorado Learning Disabilities Research Center and serves as a consulting editor for the Journal of Learning Disabilities. Address: John C. DeFries, Institute for Behavioral Genetics, University of Colorado, Boulder, CO 80309-0447.

Although children with learning disabilities frequently manifest comorbid reading and mathematics deficits, the cause of this comorbidity is unknown. To assess the extent to which comorbidity between reading and mathematics deficits is due to genetic and environmental influences, we conducted a twin study of reading and mathematics performance. Data from 148 identical and 111 fraternal twin pairs in which at least one member of the pair had a reading disability were subjected to a cross-concordance analysis and also fitted to a bivariate extension of the basic multiple regression model for the analysis of selected twin data. Results of these analyses suggest that genetic and shared-environmental influences both contribute to the observed covariance between reading and mathematics deficits.

Journal of Learning Disabilities, Vol. 28, No. 2, 96-106 (1995)
DOI: 10.1177/002221949502800204


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