Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/13409
Title: Modeling the Etiology of Individual Differences in Early Reading Development: Evidence for Strong Genetic Influences
Contributor(s): Christopher, Micaela E (author); Hulslander, Jacqueline (author); Byrne, Brian J  (author)orcid ; Samuelsson, Stefan (author); Keenan, Janice M (author); Pennington, Bruce (author); DeFries, John C (author); Wadsworth, Sally J (author); Willcutt, Erik G (author); Olson, Richard K (author)
Publication Date: 2013
Open Access: Yes
DOI: 10.1080/10888438.2012.729119Open Access Link
Handle Link: https://hdl.handle.net/1959.11/13409
Open Access Link: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3905458Open Access Link
Abstract: We explored the etiology of individual differences in reading development from post-kindergarten to post-4th grade by analyzing data from 487 twin pairs tested in Colorado. Data from three reading measures and one spelling measure were fit to biometric latent growth curve models, allowing us to extend previous behavioral genetic studies of the etiology of early reading development at specific time points. We found primarily genetic influences on individual differences at post-1st grade for all measures. Genetic influences on variance in growth rates were also found, with evidence of small, nonsignificant, shared environmental influences for two measures. We discuss our results, including their implications for educational policy.
Publication Type: Journal Article
Source of Publication: Scientific Studies of Reading, 17(5), p. 350-368
Publisher: Routledge
Place of Publication: United States of America
ISSN: 1088-8438
1532-799X
Field of Research (FOR): 200508 Other Literatures in English
170103 Educational Psychology
170112 Sensory Processes, Perception and Performance
Socio-Economic Outcome Codes: 930102 Learner and Learning Processes
920205 Health Education and Promotion
930103 Learner Development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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