Predicting individual differences in reading comprehension: A twin study

Nicole Harlaar, Laurie Cutting, Kirby Deater-Deckard, Laura S. DeThorne, Laura M. Justice, Chris Schatschneider, Lee A. Thompson, Stephen A. Petrill

Research output: Contribution to journalArticlepeer-review

Abstract

We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension were assessed in a twin sample at age 9. Using latent factor models, we found that overlap among phonological decoding, word recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence for a genetic basis to the "Simple View" of reading.

Original languageEnglish (US)
Pages (from-to)265-288
Number of pages24
JournalAnnals of Dyslexia
Volume60
Issue number2
DOIs
StatePublished - Dec 2010

Keywords

  • Environment
  • Genetics
  • Reading comprehension
  • Simple View
  • Twins

ASJC Scopus subject areas

  • Education
  • Speech and Hearing

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