Genetic and environmental bases of reading and spelling: A unified genetic dual route model

Genetic and environmental bases of reading and spelling: A unified genetic dual route model We develop and test a dual-route model of genetic effects on reading aloud and spelling, based on irregular and non-word reading and spelling performance assessed in 1382 monozygotic and dizygotic twins. As in earlier research, most of the variance in reading was due to genetic effects. However, there were three more specific conclusions: the first was that most of the genetic effect is common to both regular and irregular reading. In addition to this common variance evidence was found for distinct genes influencing the acquisition of a lexicon of stored words, and additional genetic effects influencing the acquisition of grapheme–phoneme correspondence rules. The third conclusion, from a combined model of reading and spelling, is that reading and spelling have a common genetic basis. Models that did not distinguish lexical and non-lexical performance fit significantly worse than dual route genetic models. An implication of the research is that models of reading, whether connectionist or dual-route, must allow for the genetic independence of neurological processes underlying the decoding of non-words and irregular words. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Genetic and environmental bases of reading and spelling: A unified genetic dual route model

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Publisher
Kluwer Academic Publishers
Copyright
Copyright © 2006 by Springer Science+Business Media, Inc.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-006-9022-1
Publisher site
See Article on Publisher Site

Abstract

We develop and test a dual-route model of genetic effects on reading aloud and spelling, based on irregular and non-word reading and spelling performance assessed in 1382 monozygotic and dizygotic twins. As in earlier research, most of the variance in reading was due to genetic effects. However, there were three more specific conclusions: the first was that most of the genetic effect is common to both regular and irregular reading. In addition to this common variance evidence was found for distinct genes influencing the acquisition of a lexicon of stored words, and additional genetic effects influencing the acquisition of grapheme–phoneme correspondence rules. The third conclusion, from a combined model of reading and spelling, is that reading and spelling have a common genetic basis. Models that did not distinguish lexical and non-lexical performance fit significantly worse than dual route genetic models. An implication of the research is that models of reading, whether connectionist or dual-route, must allow for the genetic independence of neurological processes underlying the decoding of non-words and irregular words.

Journal

Reading and WritingSpringer Journals

Published: Jul 18, 2006

References

  • Behaviour genetic analyses of reading and spelling: a component processes approach
    Bates, T. C.; Castles, A.; Coltheart, M.; Gillespie, N.; Wright, M.; Martin, N. G.

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