Word reading and reading comprehension: stability, overlap and independence |
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Authors: | Rebecca S Betjemann Erik G Willcutt Richard K Olson Janice M Keenan John C DeFries Sally J Wadsworth |
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Institution: | (1) Institute for Behavioral Genetics, University of Colorado, UCB 447, Boulder, CO 80309-0447, USA;(2) University of Denver, Denver, CO, USA |
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Abstract: | Longitudinal twin data were analyzed to investigate the etiology of the stability of genetic and environmental influences
on word reading and reading comprehension, as well as the stability of those influences on their relationship. Participating
twin pairs were initially tested at a mean age of 10.3 years, and retested approximately five years later. Both word reading
and comprehension were found to be highly stable, and genetic influences were primarily responsible for that stability. In
contrast to studies with younger participants, no unique genetic influences were observed at follow-up testing in this older
sample. High genetic correlations were obtained between word reading and reading comprehension at both ages, indicating common
genetic influences. However, significant genetic influence on comprehension was also observed, independent of that on word
reading. Although the phenotypic relation between the two measures appeared to decline across time, the genetic etiology of
this relation was highly stable. |
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Keywords: | Behavior genetic Etiology Longitudinal Reading comprehension Stability Word reading |
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