abstract
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Background: The effect of socioeconomic status (SES) on the etiology of reading attainment has been explored many times, with past work often finding that genetic influences are suppressed under conditions of socioeconomic deprivation and more fully realized under conditions of socioeconomic advantage: a gene-SES interaction. Additionally, past work has pointed towards the presence of gene-location interactions, with the relative influence of genes and environment varying across geographic regions of the same country/state. Method: This study investigates how socioeconomic status (SES) and geographical location interact to influence the genetic and environmental components of reading attainment. Utilizing data from 2,135 twin pairs in Florida, aged between 10.71-17.77 years, the study operationalized reading attainment as reading comprehension scores from a statewide test and SES as household income. We applied a spatial twin analysis procedure to investigate how twin genetic and environmental estimates vary by geographic location. We then expanded this analysis to explore how the moderating role of SES on said genetic and environmental influences also varied by geographic location. Results:. A gene-SES interaction was found, with heritability of reading being suppressed in lower (23%) versus higher SES homes (78%). The magnitude of the moderating parameters were not consistent by location however, and ranged from -0.10 to 0.10 for the moderating effect on genetic influences, and from -0.30 to 0.05 for the moderating effect on environmental influences. For smaller areas and those with less socioeconomic variability, the magnitude of the genetic moderating parameter was high, giving rise to more fully realized genetic influences on reading there. Conclusions: SES significantly influences reading variability. However, a childs home location matters in both the overall etiology and how strongly SES moderates said etiologies. These results point towards the presence of multiple significant environmental factors that simultaneously, and inseparably, influence the underlying etiology of reading attainment.