Tosto, Maria G., Hayiou-Thomas, Marianna E. orcid.org/0000-0003-1163-2671, Harlaar, Nicole et al. (3 more authors) (2017) The genetic architecture of oral language, reading fluency, and reading comprehension:A twin study from 7 to 16 years. Developmental Psychology. pp. 1115-1129. ISSN 0012-1649
Abstract
This study examines the genetic and environmental etiology underlying the development of oral language and reading skills, and the relationship between them, over a long period of developmental time spanning middle childhood and adolescence. It focuses particularly on the differential relationship between language and two different aspects of reading: reading fluency and reading comprehension. Structural equation models were applied to language and reading data at 7, 12, and 16 years from the large-scale TEDS twin study. A series of multivariate twin models show a clear patterning of oral language with reading comprehension, as distinct from reading fluency: significant but moderate genetic overlap between oral language and reading fluency (genetic correlation r g = .46-.58 at 7, 12, and 16) contrasts with very substantial genetic overlap between oral language and reading comprehension (r g = .81-.87, at 12 and 16). This pattern is even clearer in a latent factors model, fit to the data aggregated across ages, in which a single factor representing oral language and reading comprehension is correlated with-but distinct from-a second factor representing reading fluency. A distinction between oral language and reading fluency is also apparent in different developmental trajectories: While the heritability of oral language increases over the period from 7 to 12 to 16 years (from h² = .27 to .47 to .55), the heritability of reading fluency is high and largely stable over the same period of time (h² = .73 to .71 to .64). (PsycINFO Database Record
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details |
Keywords: | Genetic architecture,Language,Reading comprehension,Reading fluency,Twin study,Vocabulary,Age Factors,Humans,Male,Statistics as Topic,Comprehension/physiology,Gene-Environment Interaction,Reading,Language Tests,Speech/physiology,Child Language,Adolescent,Female,Child,Longitudinal Studies |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Sciences (York) > Psychology (York) |
Depositing User: | Pure (York) |
Date Deposited: | 12 Jan 2017 12:02 |
Last Modified: | 22 Dec 2024 00:11 |
Published Version: | https://doi.org/10.1037/dev0000297 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1037/dev0000297 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:110473 |
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