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Longitudinal Associations Among Reading‐Related Skills and Reading Comprehension: A Twin Study
Author(s) -
Erbeli Florina,
Hart Sara A.,
Taylor Jeanette
Publication year - 2017
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12853
Subject(s) - psychology , reading comprehension , reading (process) , twin study , developmental psychology , comprehension , longitudinal study , cognitive psychology , linguistics , genetics , philosophy , statistics , mathematics , heritability , biology
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 ( M age = 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.