Genetic and Environmental Influences on Achievement Outcomes Based on Family History of Learning Disabilities Status.
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| Title: | Genetic and Environmental Influences on Achievement Outcomes Based on Family History of Learning Disabilities Status. |
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| Authors: | Erbeli, Florina, Hart, Sara A., Taylor, Jeanette |
| Source: | Journal of Learning Disabilities. Mar/Apr2019, Vol. 52 Issue 2, p135-145. 11p. |
| Subjects: | Learning disability genetics, Achievement tests, Dyslexia, Orthography & spelling, Mathematics, Evaluation of medical care, Reading, T-test (Statistics), Twins, Logistic regression analysis, Statistical significance, Social context, Family history (Medicine), Descriptive statistics, Children |
| Geographic Terms: | Florida |
| Abstract: | A risk to develop a learning disability has been shown to run in families. Having a positive family history of learning disability seems to account for mean differences in achievement outcomes (reading, math) in that children with a positive family history score significantly lower compared to their peers with no such family history. However, the role of family history status in explaining etiological (genetic and environmental) differences among these subgroups of children has yet to be established. The present study of 872 twins (Mage = 13.30, SDage = 1.40) from the Florida Twin Project on Reading, Behavior, and Environment utilized a multigroup approach to examine etiological differences on reading, spelling, and math among two subgroups defined by family history status. Results showed significant mean differences on all achievement outcomes, aside from math; however, no significant etiological differences on any achievement outcome were found among the two subgroups. Results support previous literature that the risk for developing a learning disability is transmitted through a family, but this is seemingly not manifested by differential etiology. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Learning Disabilities is the property of Sage Publications Inc. 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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| Abstract: | A risk to develop a learning disability has been shown to run in families. Having a positive family history of learning disability seems to account for mean differences in achievement outcomes (reading, math) in that children with a positive family history score significantly lower compared to their peers with no such family history. However, the role of family history status in explaining etiological (genetic and environmental) differences among these subgroups of children has yet to be established. The present study of 872 twins (Mage = 13.30, SDage = 1.40) from the Florida Twin Project on Reading, Behavior, and Environment utilized a multigroup approach to examine etiological differences on reading, spelling, and math among two subgroups defined by family history status. Results showed significant mean differences on all achievement outcomes, aside from math; however, no significant etiological differences on any achievement outcome were found among the two subgroups. Results support previous literature that the risk for developing a learning disability is transmitted through a family, but this is seemingly not manifested by differential etiology. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00222194 |
| DOI: | 10.1177/0022219418775116 |
