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Longitudinal Associations Among Reading-Related Skills and Reading Comprehension: A Twin Study.

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Title: Longitudinal Associations Among Reading-Related Skills and Reading Comprehension: A Twin Study.
Authors: Erbeli, Florina, Hart, Sara A., Taylor, Jeanette
Source: Child Development. Nov/Dec2018, Vol. 89 Issue 6, pe480-e493. 14p. 1 Diagram, 3 Charts.
Subjects: Reading ability testing, Pre-reading experiences, Word recognition, Reading comprehension, Twins, Analysis of variance, Longitudinal method, Readability (Literary style), Reading, Research funding, Phenotypes
Geographic Terms: Florida
Abstract: This study investigated the etiology of longitudinal relations among kindergarten prereading skills, first-grade word level reading skills, and seventh-grade reading comprehension in 265 monozygotic and 459 dizygotic twin pairs (Mage  = 6.29 years in kindergarten) from the Florida Twin Project on Reading. Using a quadvariate Cholesky decomposition, results showed genetic, shared, and nonshared environmental overlap among prereading skills, word level reading skills, and reading comprehension. In addition, genetic and shared environmental overlap was indicated among word level reading skills and reading comprehension, outside the influence of prereading skills. After accounting for overlapping, there remained moderate genetic and nonshared environmental influence specific to reading comprehension. Implications for reading education are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Child Development is the property of Wiley-Blackwell 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: Psychology and Behavioral Sciences Collection
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  Data: Longitudinal Associations Among Reading-Related Skills and Reading Comprehension: A Twin Study.
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. Nov/Dec2018, Vol. 89 Issue 6, pe480-e493. 14p. 1 Diagram, 3 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Reading+ability+testing%22">Reading ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Pre-reading+experiences%22">Pre-reading experiences</searchLink><br /><searchLink fieldCode="DE" term="%22Word+recognition%22">Word recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Twins%22">Twins</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Readability+%28Literary+style%29%22">Readability (Literary style)</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Phenotypes%22">Phenotypes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink>
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  Data: This study investigated the etiology of longitudinal relations among kindergarten prereading skills, first-grade word level reading skills, and seventh-grade reading comprehension in 265 monozygotic and 459 dizygotic twin pairs (Mage  = 6.29 years in kindergarten) from the Florida Twin Project on Reading. Using a quadvariate Cholesky decomposition, results showed genetic, shared, and nonshared environmental overlap among prereading skills, word level reading skills, and reading comprehension. In addition, genetic and shared environmental overlap was indicated among word level reading skills and reading comprehension, outside the influence of prereading skills. After accounting for overlapping, there remained moderate genetic and nonshared environmental influence specific to reading comprehension. Implications for reading education are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell 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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    Identifiers:
      – Type: doi
        Value: 10.1111/cdev.12853
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Pre-reading experiences
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      – SubjectFull: Word recognition
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      – SubjectFull: Reading comprehension
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      – SubjectFull: Twins
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      – SubjectFull: Analysis of variance
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      – SubjectFull: Research funding
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      – SubjectFull: Phenotypes
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      – SubjectFull: Florida
        Type: general
    Titles:
      – TitleFull: Longitudinal Associations Among Reading-Related Skills and Reading Comprehension: A Twin Study.
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          Name:
            NameFull: Erbeli, Florina
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            NameFull: Hart, Sara A.
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              M: 11
              Text: Nov/Dec2018
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              Y: 2018
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