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Unraveling the Relation Between Reading Comprehension and Print Exposure
Author(s) -
Erbeli Florina,
Bergen Elsje,
Hart Sara A.
Publication year - 2019
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.13339
Subject(s) - psychology , reading (process) , reading comprehension , relation (database) , ninth , twin study , developmental psychology , comprehension , causation , test (biology) , structural equation modeling , cognitive psychology , linguistics , genetics , statistics , computer science , heritability , paleontology , philosophy , physics , database , biology , acoustics , political science , law , mathematics
The purpose of this study was to test the directionality of influence between reading comprehension (RC) and print exposure (PE), thereby estimating genetic and environmental effects of this relation. The sample consisted of 910 twins in fourth through ninth grades ( M age = 12.33 years, SD = 1.41) from the Florida Twin Project on Reading, Behavior, and Environment. Using direction‐of‐causation model in a twin design, results supported a direction of influence running from RC to PE. This relation was underpinned by genetic and environmental factors of RC as well as PE. Implications for reading education are discussed.