Multivariate Genetic Analysis of Learning and Early Reading Development

Title
Multivariate Genetic Analysis of Learning and Early Reading Development
Publication Date
2013
Author(s)
Byrne, Brian J
( author )
OrcID: https://orcid.org/0000-0002-5532-9407
Email: bbyrne@une.edu.au
UNE Id une-id:bbyrne
Wadsworth, Sally
Boehme, Kristi
Talk, Andrew
( author )
OrcID: https://orcid.org/0000-0002-3449-5756
Email: atalk@une.edu.au
UNE Id une-id:atalk
Coventry, William L
( author )
OrcID: https://orcid.org/0000-0003-0864-5463
Email: wcovent2@une.edu.au
UNE Id une-id:wcovent2
Olson, Richard K
Samuelsson, Stefan
Corley, Robin
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Routledge
Place of publication
United States of America
DOI
10.1080/10888438.2011.654298
UNE publication id
une:12675
Abstract
The genetic factor structure of a range of learning measures was explored in twin children, recruited in preschool and followed to Grade 2 (N = 2,084). Measures of orthographic learning and word reading were included in the analyses to determine how these patterned with the learning processes. An exploratory factor analysis of the genetic correlations among the variables indicated a three-factor model. Vocabulary tests loaded on the first factor, the Grade 2 measures of word reading and orthographic learning, plus preschool letter knowledge, loaded on the second, and the third was characterized by tests of verbal short-term memory. The three genetic factors correlated, with the second (print) factor showing the most specificity. We conclude that genetically influenced learning processes underlying print-speech integration, foreshadowed by preschool letter knowledge, have a degree of independence from genetic factors affecting spoken language. We also argue that the psychology and genetics of associative learning be afforded a more central place in studies of reading (dis)ability and suggest some links to molecular studies of the genetics of learning.
Link
Citation
Scientific Studies of Reading, 17(3), p. 224-242
ISSN
1532-799X
1088-8438
Start page
224
End page
242

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