Cumulative genetic score of KIAA0319 affects reading ability in Chinese children: moderation by parental education and mediation by rapid automatized naming

Table 4 Specific indirect effects of RANs, phonological awareness and morphological awareness from CGS to reading fluency. (Standardized βs and SEs are reported)

	β	SE	95% CI*
Model 5
Total indirect effect	0.030	0.013	[0.004, 0.055]
RF_CGS → RAN → Reading fluency	0.025	0.011	[0.001, 0.017]
RF_CGS → Phonological awareness → Reading fluency	0.001	0.002	[−0.001, 0.002]
RF_CGS → Morphological awareness → Reading fluency	0.003	0.003	[−0.001, 0.003]
Model 6
Total indirect effect	0.030	0.013	[0.004, 0.056]
RF_CGS → Digit RAN → Reading fluency	0.021	0.010	[0.001, 0.041]
RF_CGS → Dice RAN → Reading fluency	0.001	0.002	[−0.001, 0.006]
RF_CGS → Picture RAN → Reading fluency	0.004	0.003	[−0.001, 0.012]
RF_CGS → Color RAN → Reading fluency	0.003	0.002	[0.000, 0.008]

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