A factorial analysis of timed and untimed measures of mathematics and reading abilities in school aged twins |
| |
| Authors: | Sara A Hart Stephen A Petrill Lee A Thompson |
| |
| Institution: | 1. The Ohio State University, 135 Campbell Hall, 1787 Neil Ave. Columbus, Ohio, 43210, USA;2. Case Western Reserve University, Mather Memorial Building, RM 109, 11220 Bellflower Road, Cleveland, Ohio, 44106, USA;1. Department of Biomedical Engineering, University of Alberta, Edmonton, Alberta, Canada;2. Yale Center for Dyslexia & Creativity, Yale University, New Haven, CT, United States;1. Department of Psychiatry & Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305, USA;2. School of Education, The Hebrew University of Jerusalem, Mount Scopus, Jerusalem 91905, Israel;3. Department of Neurology & Neurological Sciences, Stanford University School of Medicine, Stanford, CA 94305, USA;4. Program in Neuroscience, Stanford University School of Medicine, Stanford, CA 94305, USA;5. Symbolic Systems Program, Stanford University School of Medicine, Stanford, CA 94305, USA;1. Education and Pedagogy Department, Université du Québec à Montréal, Quebec, Canada;2. Linguistics Department, Université du Québec à Montréal, Montréal, Quebec, Canada;3. Psychology Department, Bishop?s University, Sherbrooke, Quebec, Canada;1. Department of Psychology, University of Jyväskylä, P.O. Box 35, FI-40014 University of Jyväskylä, Finland;2. Department of Education, University of Jyväskylä, P.O. Box 35, FI-40014 Univeristy of Jyväskylä, Finland;3. Department of Teacher Education, University of Jyväskylä, P.O. Box 35, FI-40014 University of Jyväskylä, Finland;1. Leibniz-Institut für Wissensmedien, Tuebingen, Germany;2. Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel;3. Department of Psychology, Eberhard Karls University, Tuebingen, Germany |
| |
| Abstract: | The present study examined the phenotypic and genetic relationship between fluency and non-fluency-based measures of reading and mathematics performance. Participants were drawn from the Western Reserve Reading and Math Project, an ongoing longitudinal twin project of same-sex MZ and DZ twins from Ohio. The present analyses are based on tester-administered measures available from 228 twin pairs (age M = 9.86 years). Measurement models suggested that four factors represent the data, namely Decoding, Fluency, Comprehension, and Math. Subsequent quantitative genetic analyses of these latent factors suggested that a single genetic factor accounted for the covariance among these four latent factors. However, there were also unique genetic effects on Fluency and Math, independent from the common genetic factor. Thus, although there is a significant genetic overlap among different reading and math skills, there may be independent genetic sources of variation related to measures of decoding fluency and mathematics. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
