Identifying and treating students with learning difficulties is an important public health priority. There is considerable evidence that genetic variants play a major role in the development of reading and language behaviors with twin studies placing heritability estimates of such traits between 45-85% . We seek to understand how genetic variants’ influence cognitive traits and vary with age and gender in contrast to environmental factors such as socioeconomic status. We also want to test the strength of polygenic scores, derived from previous studies, at predicting reading performance in the ALSPAC sample.