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Genetic Influences on Language, Reading, and Mathematics Skills in a National Sample: An Analysis Using the National Longitudinal Survey of Youth.

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Title: Genetic Influences on Language, Reading, and Mathematics Skills in a National Sample: An Analysis Using the National Longitudinal Survey of Youth.
Authors: Hart, Sara A.1 hart.327@osu.edu, Petrill, Stephen A.1, Kamp Dush, Claire M.1
Source: Language, Speech & Hearing Services in Schools. Jan2010, Vol. 41 Issue 1, p118-128. 11p. 1 Diagram, 3 Charts.
Subject Terms: *Language & languages, *Child development, *Reading, *Mathematics education, *Educational surveys, *Vocabulary, Speech, Oral communication, Genetics
Abstract: Purpose: The present study had two purposes: provide an illustration of use of the National Longitudinal Survey of Youth 1979 Children's (CNLSY; U.S. Department of Labor, 2009) database and use the database to seek convergent evidence regarding the magnitude and significance of genetic effects influencing low and typical performers on measures of language, reading, and mathematics. Methods: A kinship algorithm that assigned a degree of genetic relatedness to all available pairings was applied to the 1994 wave of the CNLSY sample. Four cognitive achievement outcomes related to language, reading, and mathematics were analyzed across the general sample as well as for children selected below the lowest 20th percentile. Results: The tests of receptive vocabulary, decoding, reading comprehension, and mathematics all suggested estimates of group heritability and full sample heritability of moderate effect sizes, and all estimates were statistically significant. Furthermore, all estimates were within confidence intervals of previously reported estimates from twin and adoption studies. Conclusion: The present study provides additional support for significant genetic effects across low and wide ranges of specific achievement. Moreover, this study supports that genetic influences on reading, language, and mathematics are generalizable beyond twin and adoption studies. [ABSTRACT FROM AUTHOR]
Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Genetic Influences on Language, Reading, and Mathematics Skills in a National Sample: An Analysis Using the National Longitudinal Survey of Youth.
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  Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Jan2010, Vol. 41 Issue 1, p118-128. 11p. 1 Diagram, 3 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Language+%26+languages%22">Language & languages</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+surveys%22">Educational surveys</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Speech%22">Speech</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+communication%22">Oral communication</searchLink><br /><searchLink fieldCode="DE" term="%22Genetics%22">Genetics</searchLink>
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  Data: Purpose: The present study had two purposes: provide an illustration of use of the National Longitudinal Survey of Youth 1979 Children's (CNLSY; U.S. Department of Labor, 2009) database and use the database to seek convergent evidence regarding the magnitude and significance of genetic effects influencing low and typical performers on measures of language, reading, and mathematics. Methods: A kinship algorithm that assigned a degree of genetic relatedness to all available pairings was applied to the 1994 wave of the CNLSY sample. Four cognitive achievement outcomes related to language, reading, and mathematics were analyzed across the general sample as well as for children selected below the lowest 20th percentile. Results: The tests of receptive vocabulary, decoding, reading comprehension, and mathematics all suggested estimates of group heritability and full sample heritability of moderate effect sizes, and all estimates were statistically significant. Furthermore, all estimates were within confidence intervals of previously reported estimates from twin and adoption studies. Conclusion: The present study provides additional support for significant genetic effects across low and wide ranges of specific achievement. Moreover, this study supports that genetic influences on reading, language, and mathematics are generalizable beyond twin and adoption studies. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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