Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/12468
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dc.contributor.authorByrne, Brian Jen
dc.contributor.authorWadsworth, Sallyen
dc.contributor.authorBoehme, Kristien
dc.contributor.authorTalk, Andrewen
dc.contributor.authorCoventry, William Len
dc.contributor.authorOlson, Richard Ken
dc.contributor.authorSamuelsson, Stefanen
dc.contributor.authorCorley, Robinen
dc.date.accessioned2013-04-29T10:32:00Z
dc.date.issued2013en
dc.identifier.citationScientific Studies of Reading, 17(3), p. 224-242en
dc.identifier.issn1088-8438en
dc.identifier.issn1532-799Xen
dc.identifier.urihttps://hdl.handle.net/1959.11/12468en
dc.description.abstractThe 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.en
dc.languageenen
dc.publisherRoutledgeen
dc.relation.ispartofScientific Studies of Readingen
dc.titleMultivariate Genetic Analysis of Learning and Early Reading Developmenten
dc.typeJournal Articleen
dc.identifier.doi10.1080/10888438.2011.654298en
dcterms.accessRightsGreenen
dc.subject.keywordsPsychologyen
local.contributor.firstnameBrian Jen
local.contributor.firstnameSallyen
local.contributor.firstnameKristien
local.contributor.firstnameAndrewen
local.contributor.firstnameWilliam Len
local.contributor.firstnameRichard Ken
local.contributor.firstnameStefanen
local.contributor.firstnameRobinen
local.subject.for2008170199 Psychology not elsewhere classifieden
local.subject.seo2008970117 Expanding Knowledge in Psychology and Cognitive Sciencesen
local.profile.schoolAdministrationen
local.profile.schoolPsychologyen
local.profile.schoolPsychologyen
local.profile.schoolSchool of Psychology and Behavioural Scienceen
local.profile.schoolSchool of Psychologyen
local.profile.schoolPsychologyen
local.profile.schoolPsychologyen
local.profile.schoolPsychologyen
local.profile.emailbbyrne@une.edu.auen
local.profile.emailkristi_boehme@hotmail.comen
local.profile.emailatalk@une.edu.auen
local.profile.emailwcovent2@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20130131-144834en
local.publisher.placeUnited States of Americaen
local.format.startpage224en
local.format.endpage242en
local.url.openhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633536en
local.peerreviewedYesen
local.identifier.volume17en
local.identifier.issue3en
local.access.fulltextYesen
local.contributor.lastnameByrneen
local.contributor.lastnameWadsworthen
local.contributor.lastnameBoehmeen
local.contributor.lastnameTalken
local.contributor.lastnameCoventryen
local.contributor.lastnameOlsonen
local.contributor.lastnameSamuelssonen
local.contributor.lastnameCorleyen
dc.identifier.staffune-id:bbyrneen
dc.identifier.staffune-id:kboehmeen
dc.identifier.staffune-id:atalken
dc.identifier.staffune-id:wcovent2en
local.profile.orcid0000-0002-5532-9407en
local.profile.orcid0000-0002-3449-5756en
local.profile.orcid0000-0003-0864-5463en
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
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local.profile.roleauthoren
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local.identifier.unepublicationidune:12675en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleMultivariate Genetic Analysis of Learning and Early Reading Developmenten
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.description.statisticsepubsVisitors: 783<br />Views: 799<br />Downloads: 0en
local.search.authorByrne, Brian Jen
local.search.authorWadsworth, Sallyen
local.search.authorBoehme, Kristien
local.search.authorTalk, Andrewen
local.search.authorCoventry, William Len
local.search.authorOlson, Richard Ken
local.search.authorSamuelsson, Stefanen
local.search.authorCorley, Robinen
local.uneassociationUnknownen
local.year.published2013en
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