儿童青少年的阅读成就与其他学科成就紧密相关，对个体未来的职业成就、社会经济地位、心理健康及身体健康具有重要预测作用。因此，探究阅读成就个体差异的来源及相关机制以提高阅读成就具有重要理论价值和应用价值。阅读等学业成就的个体差异通常被归因于环境差异，而行为遗传学双生子研究发现，遗传因素能够解释个体学业成就差异的60%左右，且该效应受到环境因素的调节。家庭社会经济地位(socioeconomic status, SES)作为儿童青少年学业成就最重要的影响因素之一，调节了遗传因素对学业成就的影响，且该调节作用在不同国家、社会文化背景中不同。深入揭示我国文化背景下阅读成就的遗传效应以及遗传和家庭SES的交互作用，有助于全面理解遗传和家庭环境对阅读成就个体差异的作用。

在系统回顾既往行为遗传学研究所发现的遗传因素和环境因素影响儿童学业成就的理论模型及实证证据基础上，本研究使用本人参与的学龄儿童学校适应与脑发育追踪研究所获取1113名6-15岁儿童青少年基因型、阅读成就、家庭背景数据，结合外部数据库构建了教育成就多基因分数(polygenetic score, PGS)以衡量个体阅读成就的遗传倾向，从不同年龄段(6-8岁，9-11岁，12-15岁)、不同性别和不同家庭子女数量等方面探讨了阅读成就多基因遗传倾向、家庭SES及二者交互作用对儿童青少年阅读成就的影响。

研究结果表明，(1)教育成就PGS对儿童青少年阅读成就水平及阅读成就增长均具有显著预测作用；(2)9-11岁儿童和非独生子女群体中家庭社会经济地位显著调节教育成就多基因遗传倾向对阅读成就水平的影响，即在这些群体中，较高家庭SES儿童青少年的教育成就PGS显著正向预测阅读成就水平，较低家庭SES儿童青少年的教育成就PGS对阅读成就水平的预测作用不显著；(3)在男生、独生子女群体中，家庭SES显著调节了教育成就多基因遗传倾向对阅读成就增长的作用，即在这些群体中，较高家庭SES儿童青少年的教育成就PGS对阅读成就增长预测并不显著，较低家庭SES儿童青少年的教育成就PGS则能够显著预测阅读成就增长。

综上，本研究揭示了家庭社会经济地位调节儿童阅读成就多基因遗传效应的群体差异，年龄、性别、家庭子女数量均可能影响家庭社会经济地位对阅读成就多基因遗传效应的调节作用。更重要的是，本研究还第一次揭示了家庭社会经济地位对阅读成就水平和增长多基因遗传效应的调节机制有所不同。本研究结果为认识遗传和环境在儿童青少年阅读成就中的作用提供了新证据，对促进儿童青少年阅读成就的干预研究有一定启发。

Reading achievement of children and adolescents is closely related to achievement in other disciplines and is an important predictor of individuals' future career achievement, socioeconomic status, mental health, and physical health. Therefore, it is of great theoretical and applied value to investigate the reason of individual differences in reading achievement and related mechanisms to improve reading achievement. Individual differences in educational achievement are often attributed to environmental factors, and twin studies of behavioral genetics have found that 60% of the variance in individual educational achievement can be explained by genetic factors, and this effect is moderated by environmental factors. Family socioeconomic status (SES), one of the most important predictors on children and adolescents' educational achievement, moderates the effect of genetic effect on educational achievement, and this moderating effect varies across countries and sociocultural contexts. Insights into the genetic effects of reading achievement and the interaction between genetic and family SES in our cultural context can help to further understand the effect mechanism of genetic and family environment on individual differences in reading achievement.

Based on a systematic review of theoretical models and empirical evidence of genetic and environmental factors affecting children's educational achievement found in previous behavioral genetics studies, present research used data on genotype, reading achievement, and family background of 1113 children and adolescents aged 6-15 years obtained from the Children Brain Development Project which I participated, combined with an external database to construct a polygenetic score for educational attainment(PGS_EA) which measures individual genetic predisposition to reading achievement. The effects of polygenetic predisposition to reading achievement, family SES, and the interaction between the two on reading achievement of children and adolescents were explored in terms of different age groups (6-8, 9-11, and 12-15 years old), gender, and different sibship size of family.

The results showed that (1) PGS_EA was a significant predictor of both reading achievement levels and reading achievement growth among children and adolescents; (2) SES significantly moderated the effect of PGS_EA on reading achievement levels among children aged 9-11 and more than one child family groups, in these groups, PGS_EA of higher family SES children and adolescents significantly positively predicted reading achievement levels, and the PGS_EA of lower family SES children and adolescents did not significantly predict reading achievement levels; (3) In the boys, one-child family group, family SES significantly moderated the effect of PGS_EA on reading achievement growth, in these groups, the PGS_EA of higher family SES children and adolescents did not significantly predicted reading achievement growth, while the PGS_EA of children and adolescents with lower family SES significantly predicted reading achievement growth.

In summary, this research reveals that the group differences in family socioeconomic status moderation of polygenic genetic effects on children's reading achievement, which means age, gender, and sibship size of family may influence the moderating effects. More importantly, this research also reveals for the first time that family socioeconomic status moderates polygenic genetic effects on reading achievement levels and growth differently. The results of this study provide new evidence for understanding the roles of genetics and environment in reading achievement in children and adolescents, and are instructive for intervention studies to promote reading achievement in children and adolescents.