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|Title:||Multivariate Genetic Analysis of Learning and Early Reading Development||Contributor(s):||Byrne, Brian J (author) ; Wadsworth, Sally (author); Boehme, Kristi (author); Talk, Andrew (author) ; Coventry, William L (author) ; Olson, Richard K (author); Samuelsson, Stefan (author); Corley, Robin (author)||Publication Date:||2013||Open Access:||Yes||DOI:||10.1080/10888438.2011.654298||Handle Link:||https://hdl.handle.net/1959.11/12468||Open Access Link:||https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633536||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.||Publication Type:||Journal Article||Source of Publication:||Scientific Studies of Reading, 17(3), p. 224-242||Publisher:||Routledge||Place of Publication:||United States of America||ISSN:||1088-8438
|Field of Research (FOR):||170199 Psychology not elsewhere classified||Socio-Economic Outcome Codes:||970117 Expanding Knowledge in Psychology and Cognitive Sciences||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Statistics to Oct 2018:||Visitors: 783
|Appears in Collections:||Journal Article|
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