Same genes 'drive maths and reading ability'

[Dubious]

By Helen BriggsHealth editor, BBC News website

Twins at secondary school: How much do genes influence academic success?


The same genes drive maths and reading ability, research suggests.

Around half of the genes that influence a child's aptitude for reading also play a role in how easily they learn maths, say scientists.

The study of 12-year-old British twins from 3,000 families, reported in Nature Communications, adds to the debate about the role of genes in education.

An education expert said the work had little relevance for public policy as specific genes had not been identified.

Past research suggests both nature and nurture have a similar impact on how children perform in exams.

One study found genes explained almost 60% of the variation in GCSE exam results.

However, little is known about which genes are involved and how they interact.

'Not set in stone'
The new research suggests a substantial overlap between the genetic variations that influence mathematics and reading, say scientists from UCL, the University of Oxford and King's College London.

But non-genetic factors - such as parents, schools and teachers - are also important, said Prof Robert Plomin of King's College London, who worked on the study.

"The study does not point to specific genes linked to literacy or numeracy, but rather suggests that genetic influence on complex traits, like learning abilities, and common disorders, like learning disabilities, is caused by many genes of very small-effect size," he said.

Children differ genetically in how easy or difficult they find learning, and these individual differences need to be recognised and respected, he explained.

"Finding such strong genetic influence does not mean that there is nothing we can do if a child finds learning difficult," he added.

"Heritability does not imply that anything is set in stone - it just means it may take more effort from parents, schools and teachers to bring the child up to speed."

'Limitation'
The study adds to the debate about the role of genes in children's educational attainment, said Dr John Jerrim of the Institute of Education.

But he said the "key limitation" was that the authors "cannot (and do not) tell us which genes are actually thought to influence children's reading and maths ability".

"Until researchers are able to identify the specific genes that are thought to influence children's reading and math skills, and show that such associations are robust in numerous academic studies, then such work has little relevance for public policy," he said.

BBC News - Same genes 'drive maths and reading ability'

 

[Dubious]

I am not soo sure of this study...why? Due to a number of reasons which maybe historically incorrect if this study stands:

we had dyslexic scientists who were simply brilliant Starting with Einstein who was said to be dyslexic (maybe that point should be removed from websites who try to promote dyslexia in Einstein, Graham Bell and Thomas Edison!.....

The * means famous people who are suspected to have dyslexia.

Albert EinsteinPhysicist, Nobel Prize Winner
Ann BancroftArctic Explorer
Alexander Graham BellInventor
Wernher von BraunRocket Engineer
* Dr. Simon ClemmetScientist
Pierre CuriePhysicist (1903 Nobel Prize)
* Thomas EdisonInventor
* Michael FaradayPhysicist
Henry FordInventor
* John R. HornerPaleontologist, author
Willem HollenbachAstronomical Photographer & Inventor
William LearInventer
Charles LindberghAviator
Dr. James LovelockPioneer in the development of environmental awareness
* Sir Issac NewtonScientist & Mathematician
Eli WhitneyInventor
John VonNeumannMathematician
Orville & Wilbur WrightInventors
Harvey CushingNeurosurgeon
Paul Ehrlich
* Fred EpsteinNeurosurgeon



The Impact of Dyslexia on Mathematics

By: Rosalind W. Rothman, Ed.D., Director, Language and Learning Associates &
Claire Lavin, Ph.D., Professor, College of New Rochelle

While teachers and parents are well aware of the effect of dyslexia on reading, they often overlook its impact on mathematics. The mastery of the symbolic language of mathematics involves many verbal cognitive processes that can be affected by dyslexia. Ignoring the impact of dyslexia on the mastery of mathematics can hamper a child’s progress in school and in life.

Dyslexia is the inability to decode and obtain meaning from the printed word. It is a learning disability, not a condition due to inadequate instruction or intelligence. Estimates of the incidence of dyslexia in school age children range from 5 to 10% (Shaywitz, Shaywitz, Fletcher, & Esteban, 1990). Dyslexia most clearly impacts reading, spelling, and written expression. However, dyslexia may also affect mathematics achievement. Approximately 5.9 % of students are identified with a math disability, a number similar to those with a reading disability (Fuchs, Fuchs, Powell, Seethaler, Cirino, & Fletcher, 2008).

Mathematics has a symbolic language whose practical function is to express spatial and quantitative relationships. Number sense is acquired in developmental stages similar to those in the acquisition of language. The process begins as soon as children begin to move and explore their environments, placing one box into another, stringing beads, learning “all gone”, etc. Spatial relations concepts are based on identification of objects in space, distinguishing right from left, reasoning with abstract designs, and visualizing objects in other positions. Children first assimilate and integrate non-verbal experiences; then they associate numerical symbols, numbers, and mathematical words such as “less” to these experiences. Children need to have both experiences with mathematical relationships and the words to express them.

Reading numbers and recalling number names are prerequisites for using them to represent abstract quantities. However, associating the names with the numerals, and recalling them when needed, may be difficult for children with dyslexia. Mastery of numerical operations also involves retrieval of basic facts. Some children work diligently to learn the multiplication tables but cannot recall them, much to the frustration of teachers and parents. Such retrieval problems were evident when Rosie , a bright ten year old with dyslexia, and her grandmother worked on learning the names of coins in a homework assignment. “Grandma,” she said wearily, “ I can tell you that it’s worth ten cents but I don’t know its name.” The task of recalling, sequencing, and manipulating figures, shapes, letters, designs, patterns and numerals and associating them with quantities is analogous to associating letter names with the corresponding sounds, a task many children with dyslexia find challenging.

Instruction in mathematics is most frequently verbal instruction. This may be problematic for children with poor verbal comprehension and poor short term auditory memories. They hear the teacher but do not fully comprehend or recall the concepts and operations she is describing because of language issues. With faulty understanding, they are unable to apply the information correctly. Since mathematical concepts build on one another, this shaky foundation can adversely affect mastery of future concepts. Moreover, the vocabulary of mathematics is unique and can be confusing. Subtraction problems can be phrased as “less than” “ take away”, “minus”, “subtract”, all of which refer to the same process. Such multiple meanings should be directly taught but frequently it is simply assumed that children have learned them. Word problems embed the math calculations in language. Performance here is impacted by problems with syntax and vocabulary, as well as calculation problems. To obtain the correct answer, children must first comprehend the syntax and vocabulary, understand what the problem is asking, ignore extraneous information, devise a strategy to solve it, and retrieve and apply the requisite facts and operations.(Bryant & Bryant, 2008)

Solving algorithms also involves performing operations in correct sequence and reading operational signs correctly. The symbolic language of math notations, such as decimal points, using x to signify the unknown, exponents, and parentheses, can be confusing. Some children learn this language incidentally but for others this language must be frequently reinforced. One eleven year old requested of his teacher, “Tell me which sign it is—the add one or the times one” before starting his calculations.

Dyslexia may make mastering mathematics difficult. Teachers and parents must be aware of potential issues and provide the supports necessary to ensure success in mathematics as well as in reading.

The International Dyslexia Association Promoting literacy through research, education and advocacy