TY - JOUR
T1 - Predicting individual differences in reading comprehension
T2 - A twin study
AU - Harlaar, Nicole
AU - Cutting, Laurie
AU - Deater-Deckard, Kirby
AU - DeThorne, Laura S.
AU - Justice, Laura M.
AU - Schatschneider, Chris
AU - Thompson, Lee A.
AU - Petrill, Stephen A.
PY - 2010/12
Y1 - 2010/12
N2 - We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension were assessed in a twin sample at age 9. Using latent factor models, we found that overlap among phonological decoding, word recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence for a genetic basis to the "Simple View" of reading.
AB - We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension were assessed in a twin sample at age 9. Using latent factor models, we found that overlap among phonological decoding, word recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence for a genetic basis to the "Simple View" of reading.
KW - Environment
KW - Genetics
KW - Reading comprehension
KW - Simple View
KW - Twins
UR - http://www.scopus.com/inward/record.url?scp=78349308523&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=78349308523&partnerID=8YFLogxK
U2 - 10.1007/s11881-010-0044-7
DO - 10.1007/s11881-010-0044-7
M3 - Article
C2 - 20814768
AN - SCOPUS:78349308523
VL - 60
SP - 265
EP - 288
JO - Annals of Dyslexia
JF - Annals of Dyslexia
SN - 0736-9387
IS - 2
ER -