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A behaviour-genetic analysis of orthographic learning, spelling and decoding
University of New England.
University of New England.
University of Colorado.
University of Colorado.
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2008 (English)In: Journal of research in reading (Print), ISSN 0141-0423, E-ISSN 1467-9817, Vol. 31, no 1Article in journal (Refereed) Published
Abstract [en]

As part of a longitudinal twin study of literacy and language, we conducted a behaviour-genetic analysis of orthographic learning, spelling and decoding in Grade 2 children (225 identical and 214 fraternal twin pairs) in the United States and Australia. Each variable showed significant genetic and unique environment influences. Multivariate analyses revealed very high genetic correlations among the variables, indicating that the same genes are involved in their aetiology. These genes are partly independent of those contributing to intelligence. A further analysis indicated that the covariation between decoding and orthographic learning is mediated by shared genes rather than by a direct causal path. The authors argue that a learning parameter, most directly assessed by orthographic learning in this study, underlies all three literacy variables. The results are also discussed in relation to Share's self-teaching hypothesis, which may require modification. © United Kingdom Literacy Association 2008.

Place, publisher, year, edition, pages
2008. Vol. 31, no 1
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-39802DOI: 10.1111/j.1467-9817.2007.00358.xLocal ID: 51273OAI: oai:DiVA.org:liu-39802DiVA: diva2:260651
Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2017-12-13

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Samuelsson, Stefan

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