ABSTRACT
This chapter focuses on the results published thus far on the Western Reserve Reading and Math Project (WRRMP) twins and extends the findings to explore specifically genetic and environmental contributions to reading and math expertise in children and adolescents. It learne thus far about reading and math abilities and apply the information to the Multifactorial Gene-Environment Interaction Model (MGIM) to set the stage for future work. The chapter reviews what people have learned about genetic and environmental influences on reading and math skills across the continuum. It focuses on the twin study approach which has been the most frequently applied to the study of reading and math ability. The chapter hopes that the continued work on the WRRMP will allow us to simultaneously analyze and describe the role that each category of influences depicted in the MGIM plays in determining reading and math expertise.
