Longitudinal Associations Among Reading-Related Skills and Reading Comprehension: A Twin Study
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 Rea...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Blackwell Publishing Inc.
2018
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| Subjects: | |
| Online Access: | View Fulltext in Publisher |
| LEADER | 02382nam a2200529Ia 4500 | ||
|---|---|---|---|
| 001 | 10.1111-cdev.12853 | ||
| 008 | 220706s2018 CNT 000 0 und d | ||
| 020 | |a 00093920 (ISSN) | ||
| 245 | 1 | 0 | |a Longitudinal Associations Among Reading-Related Skills and Reading Comprehension: A Twin Study |
| 260 | 0 | |b Blackwell Publishing Inc. |c 2018 | |
| 856 | |z View Fulltext in Publisher |u https://doi.org/10.1111/cdev.12853 | ||
| 520 | 3 | |a 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. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc. | |
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| 700 | 1 | |a Taylor, J. |e author | |
| 773 | |t Child Development | ||