Table 6.

Bivariate genetic correlations by moderators for reading and ADHD symptoms.

Race Inferred	rA	SE	p	Lower CI	Upper CI
Caucasian	0.38	0.05	<.001	0.30	0.45
Multiple	0.60	0.10	<.001	0.45	0.72
Project
FTP	0.66	0.13	<.001	0.48	0.78
TEDS	0.27	0.09	.003	0.10	0.44
CLDRC	0.54	0.09	<.001	0.41	0.66
WRRMP	0.47	0.23	.023	0.06	0.75
ILTS	0.31	0.09	<.001	0.14	0.47
Other	0.30	0.40	.458	−0.45	0.80
NTR	0.27	0.13	.032	0.02	0.48
QNTS	0.43	0.18	.010	0.11	0.67
Nationality
USA	0.57	0.06	<.001	0.47	0.64
UK	0.27	0.09	.001	0.11	0.43
Multiple	0.31	0.09	<.001	0.14	0.46
Canadian	0.43	0.17	.008	0.12	0.66
Dutch	0.26	0.12	.027	0.03	0.47
Clinical Status
Typically Developing	0.38	0.05	<.001	0.30	0.46
Mixed	0.54	0.09	<.001	0.41	0.66
ADHD Assessment
DBRS	0.40	0.06	<.001	0.29	0.49
DICA	0.42	0.35	.210	−0.25	0.80
Revised Conner’s	0.26	0.08	.002	0.10	0.41
SWAN	0.81	0.14	<.001	0.69	0.89
Other	0.90	0.25	<.001	0.76	0.96
DBD	0.33	0.14	.018	0.06	0.54
ADHD Composite	0.45	0.11	<.001	0.26	0.61
CBCL	0.22	0.13	.093	−0.04	0.45
SBQ	0.43	0.16	.003	0.15	0.64
DeFries-Fulker
Yes	0.62	0.12	<.001	0.45	0.74
No	0.39	0.05	<.001	0.30	0.46

Note. Typically-Developing = 75% or more of the sample qualified as typically-developing in the domains assessed; Mixed = the sample included a mixture of students with a learning disability and typically-developing students; DBRS = Disruptive Behavior Rating Scale, DICA = Diagnostic Interview for Children and Adolescents, Revised Conner’s = Revised Conner’s Parent Rating Scale, SWAN = Strengths and Weaknesses of ADHD-symptoms and Normal behavior scale, Other = composite of Strengths and Weaknesses of ADHD symptoms and Normal behavior scale and Bayley Behavior Rating Scale, CBCL = Child Behavior Checklist, SBQ = Social Behavioral Questionnaire.