The contribution of gene–environment interaction to reading disability has been intensely studied using twin studies , which estimate the proportion of variance associated with a person's environment and the proportion associated with their genes. Studies examining the influence of environmental factors such as parental education  and teacher quality  have determined that genetics have greater influence in supportive, rather than less optimal, environments.  However, more optimal conditions may just allow those genetic risk factors to account for more of the variance in outcome because the environmental risk factors have been minimized.  As environment plays a large role in learning and memory, it is likely that epigenetic modifications play an important role in reading ability. Animal experiments and measures of gene expression and methylation in the human periphery are used to study epigenetic processes; however, both types of study have many limitations in the extrapolation of results for application to the human brain. 
Perhaps the most important aspect of any treatment plan is attitude. Children will be influenced by the attitudes of the adults around them. Dyslexia should not become an excuse for a child to avoid written work. Because the academic demands on a child with dyslexia may be great and the child may tire easily, work increments should be broken down into appropriate chunks. Frequent breaks should be built into class and homework time. Reinforcement should be given for efforts as well as achievements. Alternatives to traditional written assignments should be explored and utilized. Teachers are learning to deliver information to students in a variety of ways that are not only more interesting but helpful to students who may learn best by different techniques. Interactive technology is providing interesting ways for students to get feedback on what they have learned, in contrast to traditional paper-pencil tasks.