Around half of the genes that influence a child's aptitude² 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 relevance³ for public policy as specific genes had not been identified.

 

Past research suggests both nature and nurture⁴ 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.

 

The new research suggests a substantial overlap⁵ between the genetic⁶ variations that influence mathematics and reading, say scientists from UCL, the University of Oxford⁷ 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 disorders⁸, like learning disabilities, is caused by many genes of very small-effect size," he said. 

 

Children differ genetically⁹ 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（遗传可能性） 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."

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