Does Learning to Read Improve Intelligence? A Longitudinal Multivariate Analysis in Identical Twins from Age 7 to 16

Autor/inn/en	Ritchie, Stuart J.; Bates, Timothy C.; Plomin, Robert
Titel	Does Learning to Read Improve Intelligence? A Longitudinal Multivariate Analysis in Identical Twins from Age 7 to 16
Quelle	In: Child Development, 86 (2015) 1, S.23-36 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12272
Schlagwörter	Intelligence; Twins; Environmental Influences; Child Development; Cognitive Development; Longitudinal Studies; Developmental Stages; Correlation; Reading Ability; Intellectual Development; Children; Adolescents + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Twin; Zwilling; Environmental influence; Umwelteinfluss; Kindesentwicklung; Kognitive Entwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Reading competence; Lesekompetenz; Mental development; Geistige Entwicklung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Evidence from twin studies points to substantial environmental influences on intelligence, but the specifics of this influence are unclear. This study examined one developmental process that potentially causes intelligence differences: learning to read. In 1,890 twin pairs tested at 7, 9, 10, 12, and 16 years, a cross-lagged monozygotic-differences design was used to test for associations of earlier within-pair reading ability differences with subsequent intelligence differences. The results showed several such associations, which were not explained by differences in reading exposure and were not restricted to verbal cognitive domains. The study highlights the potentially important influence of reading ability, driven by the nonshared environment, on intellectual development and raises theoretical questions about the mechanism of this influence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01