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Here we show, using twin and genome-wide analysis, that there is a substantial genetic component to children\u2019s ability in reading and mathematics, and estimate that around one half of the observed correlation in these traits is due to shared genetic effects (so-called Generalist Genes). Thus, our results highlight the potential role of the learning environment in contributing to differences in a child\u2019s cognitive abilities at age twelve.<\/jats:p>","DOI":"10.1038\/ncomms5204","type":"journal-article","created":{"date-parts":[[2014,7,8]],"date-time":"2014-07-08T14:59:10Z","timestamp":1404831550000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":72,"title":["The correlation between reading and mathematics ability at age twelve has a substantial genetic component"],"prefix":"10.1038","volume":"5","author":[{"given":"Oliver S. 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