The genetic architecture of oral language, reading fluency, and reading comprehension: A twin study from 7 to 16 years.

Citation

Tosto, M. G., Hayiou-Thomas, M. E., Harlaar, N., Prom-Wormley, E., Dale, P. S., & Plomin, R. (2017). The genetic architecture of oral language, reading fluency, and reading comprehension: A twin study from 7 to 16 years. Developmental Psychology, 53(6), 1115-1129.

http://dx.doi.org/10.1037/dev0000297

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 (c) 2017 APA, all rights reserved)

Unique Identifier

2017-22471-001

Title

The genetic architecture of oral language, reading fluency, and reading comprehension: A twin study from 7 to 16 years.

Publication Date

Jun 2017

Publication History

Accepted: Dec 9, 2016

Revised: Sep 30, 2016

First Submitted: May 6, 2016

Language

English

Author Identifier

Tosto, Maria G.; Hayiou-Thomas, Marianna E.; Harlaar, Nicole; Prom-Wormley, Elizabeth; Dale, Philip S.; Plomin, Robert

Email

Hayiou-Thomas, Marianna E.: emma.hayiouthomas@yoprk.ac.uk

Correspondence Address

Hayiou-Thomas, Marianna E.: Department of Psychology, University of York, York, United Kingdom, YO10 5DD, emma.hayiouthomas@yoprk.ac.uk

Affiliation

Tosto, Maria G.: Department of Psychology, Tomsk State University, Russia

Hayiou-Thomas, Marianna E.: Department of Psychology, University of York, York, United Kingdom

Harlaar, Nicole: Department of Pediatrics, University of Colorado School of Medicine, Anschutz, CO, US

Prom-Wormley, Elizabeth: Division of Epidemiology, Virginia Commonwealth University, VA, US

Dale, Philip S.: Department of Speech and Hearing Sciences, University of New Mexico, NM, US

Plomin, Robert: Social, Genetic, and Developmental Psychiatry Research Centre, Institute of Psychiatry, King’s College London, United Kingdom

Source

Developmental Psychology, Vol 53(6), Jun 2017, 1115-1129.

NLM Title Abbreviation

Dev Psychol

ISSN

1939-0599(Electronic); 0012-1649(Print)

Publisher

US: American Psychological Association

Format Covered

Electronic

Publication Type

Journal; Peer Reviewed Journal

Document Type

Journal Article

Digital Object Identifier

http://dx.doi.org/10.1037/dev0000297

Keywords

language; genetic architecture; twin study; reading fluency; reading comprehension

Index Terms

*Language Development; *Oral Communication; *Reading Comprehension; *Reading Skills; Environmental Effects; Etiology; Genetics; Language; Twins

PsycINFO Classification

2820 Cognitive & Perceptual Development

Population Group

Human; Male; Female

Age Group

Childhood (birth-12 yrs); School Age (6-12 yrs); Adolescence (13-17 yrs); Adulthood (18 yrs & older)

Copyright

Statement: This article has been published under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Copyright for this article is retained by the author(s). Author(s) grant(s) the American Psychological Association the exclusive right to publish the article and identify itself as the original publisher.

Holder: The Author(s)

Year: 2017

Location

United Kingdom

Methodology

Empirical Study; Longitudinal Study; Quantitative Study; Twin Study

Supplemental Material

Tables and Figures(Internet);Text(Internet);

Supplemental Material DOI

http://dx.doi.org/10.1037/dev0000297.supp

Tests and Measures

Parental Questionnaire

Test of Language Competence—Expanded Edition, Level 2

Mill Hill Vocabulary Test, Set B

Test of Word Reading Efficiency, Form B

Woodcock-Johnson III Reading Fluency Test-Online Adaption

Peabody Individual Achievement Test

GOAL Formative Assessment in Literacy for Key Stage III-Web Version

York Assessment of Reading Comprehension

Wechsler Intelligence Scale for Children, Third Edition

Test of Adolescent and Adult Language

Test of Language Competence

Grant Sponsorship

Sponsor: United Kingdom Medical Research Council, United Kingdom
Recipient: Plomin, Robert
Grant Number: G0901245; G0500079

Sponsor: Waterloo Foundation Child Development Fund
Recipient: No recipient indicated
Grant Number: 1204/1776

Release Date

20170525 (PsycINFO); 20170525 (PsycARTICLES)

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Number of Citations: 55, Number of Citations Displayed: 55

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