Fig. 1: The multiple-mediators model.

Reading-PGS Reading-PolyGenic Score as estimated by the summary statistics provided by (19); PM phonological memory, PA phonological awareness, RAN rapid automatized naming, RBTP rapid bimodal temporal processing, RAP rapid auditory processing. As the sample included children nested in families (i.e., twins), to control for the degree of kinship, we considered relatedness as a clustering variable upon the SNPs’ effects. Moreover, school grade level was used as an estimated covariable in the model (Table 1). We controlled for the covariance among the EPs and, separately, between Decoding and Comprehension (Table 1).