Multivariate Genetic Analysis of Learning and Early Reading Development

The genetic factor structure of a range of learning measures was explored in twin children, recruited in preschool and followed to Grade 2 (N = 2,084). Measures of orthographic learning and word reading were included in the analyses to determine how these patterned with the learning processes. An ex...

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Bibliographic Details
Published in:Scientific studies of reading 2013-05, Vol.17 (3), p.224-242
Main Authors: Byrne, Brian, Wadsworth, Sally, Boehme, Kristi, Talk, Andrew C., Coventry, William L., Olson, Richard K., Samuelsson, Stefan, Corley, Robin
Format: Article
Language:English
Subjects:
Alphabets
Associative Learning
Australia
Beginning Reading
Colorado
Correlation
Discriminant analysis
Early Reading
Elementary School Students
Emergent Literacy
Factor Analysis
Foreign Countries
Genetics
Grade 1
Grade 2
Kindergarten
Language Skills
Learning
Learning Processes
Longitudinal Studies
Multivariate Analysis
Norway
Novelty (Stimulus Dimension)
Orthographic Symbols
Orthography
Preschool Children
Reading comprehension
Reading Skills
Short Term Memory
Skill development
Sweden
Twins
Verbal Communication
Visual Learning
Vocabulary Development
Wechsler Preschool Primary Scale of Intell (Rev)
Wide Range Assessment of Memory and Learning
Word Recognition
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Summary:The genetic factor structure of a range of learning measures was explored in twin children, recruited in preschool and followed to Grade 2 (N = 2,084). Measures of orthographic learning and word reading were included in the analyses to determine how these patterned with the learning processes. An exploratory factor analysis of the genetic correlations among the variables indicated a three-factor model. Vocabulary tests loaded on the first factor, the Grade 2 measures of word reading and orthographic learning, plus preschool letter knowledge, loaded on the second, and the third was characterized by tests of verbal short-term memory. The three genetic factors correlated, with the second (print) factor showing the most specificity. We conclude that genetically influenced learning processes underlying print-speech integration, foreshadowed by preschool letter knowledge, have a degree of independence from genetic factors affecting spoken language. We also argue that the psychology and genetics of associative learning be afforded a more central place in studies of reading (dis)ability and suggest some links to molecular studies of the genetics of learning.
ISSN:1088-8438
1532-799X
1532-799X
DOI:10.1080/10888438.2011.654298