Longitudinal Associations Among Reading‐Related Skills and Reading Comprehension: A Twin Study

Erbeli, Florina; Hart, Sara A.; Taylor, Jeanette

doi:10.1111/cdev.12853

Cited by 18 publications

(18 citation statements)

References 49 publications

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“…This relation was driven mainly by genetic and to a lesser extent by shared environmental influences of RC. Although this model cannot identify the exact sources of these etiological influences, we can surmise that at this developmental stage genetic and shared environmental influences of early reading skills (e.g., reading fluency) coupled with the novel genetic and environmental influences for RC in adolescence (Erbeli et al, ) might be reflected in this relation. Higher‐level reading skills, such as inference, comprehension monitoring, and knowledge and use of story structure, might have contributed to differences in adolescent RC.…”

Section: Discussionmentioning

confidence: 97%

“…Good reading comprehenders are likely to seek out opportunities to read, whereas poor readers find reading an unrewarding experience, resulting in their avoidance of reading (RC → PE). This view is supported by research showing that cognitive and reading related prereading skills prior to school entry substantially predict reading achievement years later (e.g., Erbeli, Hart, & Taylor, ; van Bergen, De Jong, Maassen, & van der Leij, ). Third, it is possible that PE facilitates RC.…”

Section: Theoretical Perspectives Of the Relation Between Rc And Pementioning

confidence: 90%

“…PE). This view is supported by research showing that cognitive and reading related prereading skills prior to school entry substantially predict reading achievement years later (e.g., Erbeli, Hart, & Taylor, 2018;van Bergen, De Jong, Maassen, & van der Leij, 2014). Third, it is possible that PE facilitates RC.…”

Section: Theoretical Perspectives Of the Relation Between Rc And Pementioning

confidence: 92%

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Unraveling the Relation Between Reading Comprehension and Print Exposure

Erbeli¹,

Bergen

Hart

2019

Child Development

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The purpose of this study was to test the directionality of influence between reading comprehension (RC) and print exposure (PE), thereby estimating genetic and environmental effects of this relation. The sample consisted of 910 twins in fourth through ninth grades (Mage = 12.33 years, SD = 1.41) from the Florida Twin Project on Reading, Behavior, and Environment. Using direction‐of‐causation model in a twin design, results supported a direction of influence running from RC to PE. This relation was underpinned by genetic and environmental factors of RC as well as PE. Implications for reading education are discussed.

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Section: Discussionmentioning

confidence: 97%

Section: Theoretical Perspectives Of the Relation Between Rc And Pementioning

confidence: 90%

Section: Theoretical Perspectives Of the Relation Between Rc And Pementioning

confidence: 92%

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Unraveling the Relation Between Reading Comprehension and Print Exposure

Erbeli¹,

Bergen

Hart

2019

Child Development

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“…Rapid naming, in turn, taps processes critical to the formation of orthographic representations of words (e.g., Wolf & Bowers, 1999), which is related to word reading development (e.g., Kirby et al, 2003). Not unrelated, findings from behavioral genetics suggest that the heritability of phonological awareness is shared with word reading only through letter knowledge (e.g., Erbeli, Hart, & Taylor, 2017). Our findings are consistent with this suggestion.…”

Section: Discussionmentioning

confidence: 99%

A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers

et al. 2018

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This study explored the developmental trajectories and predictors of word reading and reading comprehension among young at-risk readers. In fall of 1st grade, 185 students identified as at-risk for reading difficulties were assessed on measures of domain-specific skills (phonological awareness, letter knowledge, and vocabulary), domain-general skills (working memory, nonverbal reasoning, and processing speed), and word reading and reading comprehension. Word reading and reading comprehension were assessed again in spring of grades 1– 4. Individual growth curve modeling showed that the children demonstrated decelerated growth on word reading and linear growth on reading comprehension, although their performance on both word reading and reading comprehension were consistently below average on national norms. After controlling for word reading and reading comprehension in 1st grade, letter knowledge predicted growth in word reading; vocabulary and non-verbal reasoning predicted growth in reading comprehension. That is, we found different developmental trajectories and different predictors for word reading and reading comprehension among our at-risk sample. Implications are discussed for theory and early reading instruction for at-risk children.

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“…Reading is learned through classroom instruction, but each child enters a learning environment as a unique individual who differs from her classmates on many factors, including prior learning experiences but also family genetic and environmental background. Genes and environment are important contributors to variation in reading skills in early learning stages (Christopher et al., ; Erbeli, Hart, & Taylor, ; Petrill, Deater‐Deckard, Thompson, De Thorne, & Schatschneider, ), and genes appear to explain increasing proportions of variance in reading comprehension as children age (Little, Haughbrook, & Hart, ). Indeed, genetic differences account for half the variance in reading comprehension in adolescence (Tosto et al., ).…”

Section: Introductionmentioning

confidence: 99%

Early classroom reading gains moderate shared environmental influences on reading comprehension in adolescence

Taylor

Erbeli

Hart

et al. 2019

Child Psychology Psychiatry

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Background: Reading is important for children's success in school and beyond, yet many adolescents fail to reach expected levels of proficiency. This highlights the need to better understand the factors that influence reading effectiveness over time, including genes and environment. Greater expression of genetic influence on first-and second-grade reading fluency has been observed in higher quality classroom reading environments. To what degree this early environment continues to influence genetic and other environmental influences on later reading is unknown and was tested in this study. Methods: The quality of the early classroom reading environment was approximated by gains in oral reading fluency (ORF) across the school year among first-or second-grade classmates of 546 MZ and 1,016 DZ twin children (mean age = 7.13 years; SD = 0.45) who had reading comprehension scores from a state-wide mandatory test in school year 2013-2014 when most twin pairs were in seventh to tenth grade (mean age = 14.41; SD = 1.13) in a variable called Class ORF Gain. Biometrical models were fit to the data to assess whether Class ORF Gain moderated the genetic, shared environmental and/or nonshared environmental variance associated with adolescent reading comprehension. Results: Class ORF Gain moderated shared environmental influences on reading comprehension 6-9 years later. When early classroom reading gains were poor, variability in reading comprehension in adolescence was high and was associated largely with shared environmental influences. When early classroom reading gains were good, overall and shared environmentally influenced variability in adolescent reading comprehension was lower so that genetic influences were most relevant in explaining that variability. Conclusions: Our findings suggested that classroom reading environment experienced when children were learning to read had a lasting influence on the factors underlying variability in later reading effectiveness.

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Longitudinal Associations Among Reading‐Related Skills and Reading Comprehension: A Twin Study

Cited by 18 publications

References 49 publications

Unraveling the Relation Between Reading Comprehension and Print Exposure

Unraveling the Relation Between Reading Comprehension and Print Exposure

A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers

Early classroom reading gains moderate shared environmental influences on reading comprehension in adolescence

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