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Modeling the etiology of individual differences in early reading development: Evidence for strong genetic influences
University of Colorado Boulder, USA.
University of Colorado Boulder, USA.
University of New England, Australia.
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
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2013 (English)In: Scientific Studies of Reading, ISSN 1088-8438, E-ISSN 1532-799X, Vol. 17, no 5, 350-368 p.Article in journal (Refereed) Published
Abstract [en]

We explored the etiology of individual differences in reading development from post-kindergarten to post–4th grade by analyzing data from 487 twin pairs tested in Colorado. Data from three reading measures and one spelling measure were fit to biometric latent growth curve models, allowing us to extend previous behavioral genetic studies of the etiology of early reading development at specific time points. We found primarily genetic influences on individual differences at post–1st grade for all measures. Genetic influences on variance in growth rates were also found, with evidence of small, nonsignificant, shared environmental influences for two measures. We discuss our results, including their implications for educational policy.

Place, publisher, year, edition, pages
Routledge, 2013. Vol. 17, no 5, 350-368 p.
National Category
Educational Sciences
URN: urn:nbn:se:liu:diva-95903DOI: 10.1080/10888438.2012.729119ISI: 000322613700003OAI: diva2:639450
Available from: 2013-08-07 Created: 2013-08-07 Last updated: 2013-09-05Bibliographically approved

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Samuelsson, Stefan
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Education, Teaching and LearningFaculty of Educational Sciences
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