Word reading and reading comprehension: stability, overlap and independence

Word reading and reading comprehension: stability, overlap and independence Longitudinal twin data were analyzed to investigate the etiology of the stability of genetic and environmental influences on word reading and reading comprehension, as well as the stability of those influences on their relationship. Participating twin pairs were initially tested at a mean age of 10.3 years, and retested approximately five years later. Both word reading and comprehension were found to be highly stable, and genetic influences were primarily responsible for that stability. In contrast to studies with younger participants, no unique genetic influences were observed at follow-up testing in this older sample. High genetic correlations were obtained between word reading and reading comprehension at both ages, indicating common genetic influences. However, significant genetic influence on comprehension was also observed, independent of that on word reading. Although the phenotypic relation between the two measures appeared to decline across time, the genetic etiology of this relation was highly stable. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Word reading and reading comprehension: stability, overlap and independence

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Publisher
Springer Netherlands
Copyright
Copyright © 2007 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-007-9076-8
Publisher site
See Article on Publisher Site

Abstract

Longitudinal twin data were analyzed to investigate the etiology of the stability of genetic and environmental influences on word reading and reading comprehension, as well as the stability of those influences on their relationship. Participating twin pairs were initially tested at a mean age of 10.3 years, and retested approximately five years later. Both word reading and comprehension were found to be highly stable, and genetic influences were primarily responsible for that stability. In contrast to studies with younger participants, no unique genetic influences were observed at follow-up testing in this older sample. High genetic correlations were obtained between word reading and reading comprehension at both ages, indicating common genetic influences. However, significant genetic influence on comprehension was also observed, independent of that on word reading. Although the phenotypic relation between the two measures appeared to decline across time, the genetic etiology of this relation was highly stable.

Journal

Reading and WritingSpringer Journals

Published: Jun 19, 2007

References

  • Genetic and environmental influences on early literacy
    Byrne, B.; Olson, R. K.; Samuelsson, S.; Wadsworth, S.; Corley, R.; DeFries, J. C.; Willcutt, E. G.
  • Longitudinal twin study of early literacy development: Preschool through Grade 1.
    Byrne, B.; Samuelsson, S.; Wadsworth, S.; Hulslander, J.; Corley, R.; DeFries, J.C.; Quain, P.; Willcutt, E. G.; Olson, R.K.

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