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. 2018 Nov;89(6):e480-e493.
doi: 10.1111/cdev.12853. Epub 2017 Jun 1.

Longitudinal Associations Among Reading-Related Skills and Reading Comprehension: A Twin Study

Florina Erbeli  1 , Sara A Hart  1 , Jeanette Taylor  2
Affiliations

Longitudinal Associations Among Reading-Related Skills and Reading Comprehension: A Twin Study

Florina Erbeli et al. Child Dev. 2018 Nov.

Abstract

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 (Mage = 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.

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Figures

Figure 1
Figure 1
Full quadvariate Cholesky decomposition model. Bolded pathways represent significance based on 95% confidence intervals. LNF = kindergarten letter naming fluency, PSF = kindergarten phoneme segmentation fluency, WLRS = first grade word level reading skills, RC = seventh grade reading comprehension, NWF = nonsense word fluency, ORF = oral reading fluency.
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