Reading ability is a complex task requiring the integration of multiple cognitive and perceptual systems supporting language, visual and orthographic processes, working memory, attention, motor movements, and higher-level comprehension and cognition. Estimates of genetic and environmental influences for some of these reading-related neurocognitive components vary across reports.

By using a multi-level meta-analysis approach, we synthesized the results of behavioral genetic research on reading-related neurocognitive components (i.e. general reading, letter-word knowledge, phonological decoding, reading comprehension, spelling, phonological awareness, rapid automatized naming, and language) of 49 twin studies spanning 4.1–18.5 years of age, with a total sample size of more than 38,000 individuals.

Except for language for which shared environment seems to play a more important role, the causal architecture across most of the reading-related neurocognitive components can be represented by the following equation a² > e² > c². Moderators analysis revealed that sex and spoken language did not affect the heritability of any reading-related skills; school grade levels moderated the heritability of general reading, reading comprehension and phonological awareness.

阅读能力是一项复杂的任务，需要集成多个支持语言，视觉和正字书写过程，工作记忆，注意力，运动能力以及更高层次的理解和认知能力的认知和感知系统。对于某些与阅读有关的神经认知成分，其遗传和环境影响的估计因报告而异。

通过使用多层次的荟萃分析方法，我们对与阅读相关的神经认知成分（即普通阅读，字母知识，语音解码，阅读理解，拼写，语音意识，快速自动命名，和语言）的49个双生子研究，年龄在4.1–18.5岁之间，样本总数超过38,000人。

除了共享环境似乎在其中扮演更重要角色的语言外，大多数与阅读有关的神经认知成分的因果结构可以由以下等式a²>e²>c²表示。主持人的分析表明，性别和口语并不会影响任何与阅读有关的技能的遗传性；学校的年级水平降低了普通阅读，阅读理解和语音意识的遗传性。