The Genetic Architecture of Oral Language, Reading Fluency, and Reading Comprehension: A Twin Study from 7 to 16 Years

Autor/inn/en	Tosto, Maria G.; Hayiou-Thomas, Marianna E.; Harlaar, Nicole; Prom-Wormley, Elizabeth; Dale, Philip S.; Plomin, Robert
Titel	The Genetic Architecture of Oral Language, Reading Fluency, and Reading Comprehension: A Twin Study from 7 to 16 Years
Quelle	In: Developmental Psychology, 53 (2017) 6, S.1115-1129 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000297
Schlagwörter	Twins; Genetics; Reading Fluency; Structural Equation Models; Multivariate Analysis; Reading Comprehension; Correlation; Oral Language; Environmental Influences; Children; Adolescents; Longitudinal Studies; Age Differences; Foreign Countries; Intelligence Tests; Vocabulary Development; Semantics; Pragmatics; Syntax; Achievement Tests; United Kingdom; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement; Peabody Individual Achievement Test + Suchen Sie Ihr Suchwort? Twin; Zwilling; Humangenetik; Multivariate Analyse; Leseverstehen; Korrelation; Oral interpretation; Mündlicher Sprachgebrauch; Environmental influence; Umwelteinfluss; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Age; Difference; Age difference; Altersunterschied; Ausland; Intelligence test; Intelligenztest; Wortschatzarbeit; Semantik; Pragmalinguistik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Großbritannien
Abstract	This study examines the genetic and environmental etiology underlying the development of oral language and reading skills, and the relationship between them, over a long period of developmental time spanning middle childhood and adolescence. It focuses particularly on the differential relationship between language and two different aspects of reading: reading fluency and reading comprehension. Structural equation models were applied to language and reading data at 7, 12, and 16 years from the large-scale TEDS twin study. A series of multivariate twin models show a clear patterning of oral language with reading comprehension, as distinct from reading fluency: significant but moderate genetic overlap between oral language and reading fluency (genetic correlation r[subscript g] = 0.46-0.58 at 7, 12, and 16) contrasts with very substantial genetic overlap between oral language and reading comprehension (r[subscript g] = 0.81-0.87, at 12 and 16). This pattern is even clearer in a latent factors model, fit to the data aggregated across ages, in which a single factor representing oral language and reading comprehension is correlated with--but distinct from--a second factor representing reading fluency. A distinction between oral language and reading fluency is also apparent in different developmental trajectories: While the heritability of oral language increases over the period from 7 to 12 to 16 years (from h[superscript 2] = 0.27 to 0.47 to 0.55), the heritability of reading fluency is high and largely stable over the same period of time (h[superscript 2] = 0.73 to 0.71 to 0.64). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01