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Disentangling polygenic associations between attention-deficit/hyperactivity disorder, educational attainment, literacy and language.


ABSTRACT: Interpreting polygenic overlap between ADHD and both literacy-related and language-related impairments is challenging as genetic associations might be influenced by indirectly shared genetic factors. Here, we investigate genetic overlap between polygenic ADHD risk and multiple literacy-related and/or language-related abilities (LRAs), as assessed in UK children (N???5919), accounting for genetically predictable educational attainment (EA). Genome-wide summary statistics on clinical ADHD and years of schooling were obtained from large consortia (N???326,041). Our findings show that ADHD-polygenic scores (ADHD-PGS) were inversely associated with LRAs in ALSPAC, most consistently with reading-related abilities, and explained ?1.6% phenotypic variation. These polygenic links were then dissected into both ADHD effects shared with and independent of EA, using multivariable regressions (MVR). Conditional on EA, polygenic ADHD risk remained associated with multiple reading and/or spelling abilities, phonemic awareness and verbal intelligence, but not listening comprehension and non-word repetition. Using conservative ADHD-instruments (P-threshold?

SUBMITTER: Verhoef E 

PROVIDER: S-EPMC6345874 | biostudies-literature | 2019 Jan

REPOSITORIES: biostudies-literature

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Disentangling polygenic associations between attention-deficit/hyperactivity disorder, educational attainment, literacy and language.

Verhoef Ellen E   Demontis Ditte D   Burgess Stephen S   Shapland Chin Yang CY   Dale Philip S PS   Okbay Aysu A   Neale Benjamin M BM   Faraone Stephen V SV   Stergiakouli Evie E   Davey Smith George G   Fisher Simon E SE   Børglum Anders D AD   St Pourcain Beate B  

Translational psychiatry 20190124 1


Interpreting polygenic overlap between ADHD and both literacy-related and language-related impairments is challenging as genetic associations might be influenced by indirectly shared genetic factors. Here, we investigate genetic overlap between polygenic ADHD risk and multiple literacy-related and/or language-related abilities (LRAs), as assessed in UK children (N ≤ 5919), accounting for genetically predictable educational attainment (EA). Genome-wide summary statistics on clinical ADHD and year  ...[more]

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