Longitudinal Associations Among Reading-Related Skills and Reading Comprehension: A Twin Study. Academic Article

abstract

• This study investigated the etiology of longitudinal relations among kindergarten prereading skills, first-grade word level reading skills, and seventh-grade reading comprehension in 265 monozygotic and 459 dizygotic twin pairs (Mage =6.29years in kindergarten) from the Florida Twin Project on Reading. Using a quadvariate Cholesky decomposition, results showed genetic, shared, and nonshared environmental overlap among prereading skills, word level reading skills, and reading comprehension. In addition, genetic and shared environmental overlap was indicated among word level reading skills and reading comprehension, outside the influence of prereading skills. After accounting for overlapping, there remained moderate genetic and nonshared environmental influence specific to reading comprehension. Implications for reading education are discussed.

authors

• Erbeli, Florina

published proceedings

• Child Dev

altmetric score

• 16.6

author list (cited authors)

• Erbeli, F., Hart, S. A., & Taylor, J.

citation count

• 14

complete list of authors

• Erbeli, Florina||Hart, Sara A||Taylor, Jeanette

publication date

• November 2018

publisher

• Wiley  Publisher

published in

• Child Development  Journal

keywords

• Adolescent
• Analysis Of Variance
• Child
• Child, Preschool
• Comprehension
• Female
• Florida
• Gene-environment Interaction
• Humans
• Longitudinal Studies
• Male
• Reading
• Twins

PubMed Central ID

• 28569388

Digital Object Identifier (DOI)

• 10.1111/cdev.12853

start page

• e480

end page

• e493

volume

• 89

issue

• 6

URL

• http://dx.doi.org/10.1111/cdev.12853