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...

Full description

Saved in:
Bibliographic Details
Published in:Child development 2018-11, Vol.89 (6), p.e480-e493
Main Authors: Erbeli, Florina, Hart, Sara A., Taylor, Jeanette
Format: Article
Language:English
Subjects:
Etiology
Monozygotic
Prereading
Reading comprehension
Twin studies
Twins
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
ISSN:0009-3920
1467-8624
DOI:10.1111/cdev.12853