Unraveling the Relation Between Reading Comprehension and Print Exposure

Abstract

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.

How Are Practice and Performance Related? Development of Reading From Age 5 to 15

“…However, in the RI‐CLPM, we found one path that ran in the opposite direction (i.e., grade 1 exposure to grade 2 fluency). Our finding of skills → exposure during the early grades is in line with the findings of the six studies discussed in the introduction (Aarnoutse & van Leeuwe, 1998; Erbeli et al, 2019; Harlaar et al, 2011; Leppänen et al, 2005; Torppa et al, 2019; van Bergen et al, 2018). Be aware that all of these studies were conducted in alphabetic writing systems.…”

“…Thus, the literacy environment that children seek out is partly driven by their genotype. This was recently demonstrated by van Bergen et al (2018) and replicated by Erbeli et al (2019): How much children chose to read for themselves (i.e., print exposure) was causally influenced by their reading skills, and one third to one half of the individual differences in print exposure were due to genetic differences. These genetic influences acted partly through the causal path from reading skills and partly through unmeasured traits.…”

“…In line with the four longitudinal studies mentioned earlier, van Bergen et al found evidence for a causal influence of reading skills on print exposure and no evidence at all for the reverse. This study was replicated and extended in a U.S. sample by Erbeli, van Bergen, and Hart (2019). They used the same method but studied reading comprehension (rather than basic reading skills) in older children (approximately 12 years of age).…”

“…As far as we know, the heritability of print exposure has not been studied in prereaders. However, a few groups studied print exposure in primary school children, and here print exposure also seems to be genetically influenced, partly by the same genes that influence reading skills (Erbeli et al, 2019; Harlaar et al, 2011; Harlaar, Trzaskowski, Dale, & Plomin, 2014; van Bergen et al, 2018). More general and contrary to common belief, motivation for school subjects is 40% heritable, with no influences from the family environment (Kovas et al, 2015).…”

The Multivariate Genome-wide Architecture of Interrelated Literacy, Language and Working Memory Skills Reveals Distinct Etiologies

“…As these links emerge and can be used in real-time to identify printed words, children apply this knowledge to develop reading and spelling skills [1]. Once mastered, reading has a profound impact on the acquisition of knowledge, including print exposure [4], and thus on final educational attainment [5].…”