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ERIC Number: EJ1052216
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0009-3920
Does Learning to Read Improve Intelligence? A Longitudinal Multivariate Analysis in Identical Twins from Age 7 to 16
Ritchie, Stuart J.; Bates, Timothy C.; Plomin, Robert
Child Development, v86 n1 p23-36 Jan-Feb 2015
Evidence from twin studies points to substantial environmental influences on intelligence, but the specifics of this influence are unclear. This study examined one developmental process that potentially causes intelligence differences: learning to read. In 1,890 twin pairs tested at 7, 9, 10, 12, and 16 years, a cross-lagged monozygotic-differences design was used to test for associations of earlier within-pair reading ability differences with subsequent intelligence differences. The results showed several such associations, which were not explained by differences in reading exposure and were not restricted to verbal cognitive domains. The study highlights the potentially important influence of reading ability, driven by the nonshared environment, on intellectual development and raises theoretical questions about the mechanism of this influence.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Institutes of Health (DHHS)
Authoring Institution: N/A
IES Grant or Contract Numbers: HD044454|HD059215