Genetic Evidence for Bidirectional Effects of Early Lexical and Grammatical Development

Dionne, Ginette; Dale, Philip S.; Boivin, Michel; Plomin, Robert

doi:10.1111/1467-8624.7402005

Cited by 200 publications

(200 citation statements)

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“…Similarly, strong shared environmental correlations indicated that many of the environments influencing vocabulary and grammar are shared. This etiological overlap was also evident longitudinally, in that the genes and environments important for 2-year vocabulary were also important for 3-year grammar, and vice-versa (Dionne, Dale, Boivin & Plomin, 2003). Thus, there seem to be strong genetic and environmental links between vocabulary and grammatical skills in toddlers, when looking at individual differences in these skills across the whole range of ability.…”

Section: Speech and Language: Etiology Of The Relationshipmentioning

confidence: 88%

Genetic and environmental influences on early speech, language and literacy development

Hayiou‐Thomas

2008

Journal of Communication Disorders

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The genetic and environmental etiology of speech and broader language skills was examined in terms of their concurrent relationships in young children; their longitudinal association with reading; and the role they play in defining the 'heritable phenotype' for specific language impairment (SLI). The work was based on a large sample of 4½-year-old twins, who were assessed at home on a broad range of speech and language measures as part of the Twins Early Development Study. We found that genetic factors strongly influence variation in young children's speech in typical development as well as in SLI, and that these genetic factors also account for much of the relationship between early speech and later reading. In contrast, shared environmental factors play a more dominant role for broader language skills, and in relating these skills to later reading; isolated impairments in language as opposed to speech appear to have largely environmental origins.Learning Outcomes-1) Readers will be able to discuss some of the ways in which behavioural genetic methods can make a useful contribution to the field of communication disorders. 2) Readers will be able to compare the genetic and environmental contributions to general language versus speech skills in young children. 3) Readers will be able to describe the likely relationship between early speech and language and later reading development, in terms of shared genetic and environmental resources. 4) Readers will be able to discuss how different ascertainment methods for clinical samples may lead to very different understandings of the nature of a disorder such as specific language impairment. Keywords etiology; genes; environment; speech; language; reading; SLI The current paper explores the relationship between speech and language skills in young children, using a behavioural genetics approach. I will illustrate this theme using three recently completed studies: the first examines the nature of the relationship between speech and language in terms of the shared genetic and environmental factors that influence them; the second looks at the extent to which genes and environments that are important for speech and language skills in preschool also have long term impact on children's reading; and the third study considers how a differentiation between speech and broader language skills may be useful for clarifying the 'heritable phenotype' in specific language impairment. Background on TEDS and the twin method

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Section: Speech and Language: Etiology Of The Relationshipmentioning

confidence: 88%

Genetic and environmental influences on early speech, language and literacy development

Hayiou‐Thomas

2008

Journal of Communication Disorders

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“…Although cognitive and language data were obtained in TEDS at 2–4 years (e.g., Colledge et al, 2002; Dale et al, 1998; Dale, Dionne, Eley, & Plomin, 2000; Dionne, Dale, Boivin, & Plomin, 2003; Hayiou-Thomas et al, 2006; Kovas et al, 2005; Price, Dale, & Plomin, 2004; Spinath, Ronald, Harlaar, Price, & Plomin, 2003; Spinath, Harlaar, Ronald, & Plomin, 2004; Viding et al, 2003; Viding et al, 2004), the focus of this monograph is on learning abilities assessed at 7, 9, and 10 years. These ages correspond to the early school years during which important changes in academic content occur, reflected in the U.K. National Curriculum (NC) by a second key stage (see Appendices A–C).…”

Section: Methodsmentioning

confidence: 99%

I. Introduction

Kovas

Haworth²,

Dale³

et al. 2007

Monographs Society Res Child

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“…In behavioral genetics studies of early language development in typically developing children, results of multivariate genetic modeling revealed a consistently high genetic correlation between vocabulary and grammar at 2 and 3 years, suggesting the same genetic influences operate for both vocabulary and grammar (Dionne, Dale, Boivin, & Plomin, 2003), a finding that is inconsistent with an "autonomy" hypothesis. In addition, results of crosslagged longitudinal genetic models showed that both lexical and syntactic bootstrapping operate from 2 to 3 years.…”

Section: Genetic Bases Of Language Disordersmentioning

confidence: 95%

Translational research on early language development: Current challenges and future directions

Beeghly

2006

Develop. Psychopathol.

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There is a pressing need for the early and accurate identification of young children at risk for language and other developmental disabilities and the provision of timely, age-appropriate intervention, as mandated by Part C of the Individuals with Disabilities Education Act. Research has shown that early intervention is effective for many language impaired children in different etiological groups, and can reduce the functional impact of persistent disorders on children and their families. Yet, the accurate identification of infants and toddlers at risk for language impairment remains elusive, especially for late-talking children without obvious genetic or neurological conditions. In this paper, the need for translational research on basic processes in early language development in typical and atypical populations and the contextual factors that affect them are discussed, along with current challenges and future directions for its successful implementation. Implications of this research for clinical evidence-based practice are also considered.

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Genetic Evidence for Bidirectional Effects of Early Lexical and Grammatical Development

Cited by 200 publications

References 34 publications

Genetic and environmental influences on early speech, language and literacy development

Genetic and environmental influences on early speech, language and literacy development

I. Introduction

Translational research on early language development: Current challenges and future directions

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