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ERIC Number: EJ1142535
Record Type: Journal
Publication Date: 2017-Jun
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0012-1649
The Genetic Architecture of Oral Language, Reading Fluency, and Reading Comprehension: A Twin Study from 7 to 16 Years
Tosto, Maria G.; Hayiou-Thomas, Marianna E.; Harlaar, Nicole; Prom-Wormley, Elizabeth; Dale, Philip S.; Plomin, Robert
Developmental Psychology, v53 n6 p1115-1129 Jun 2017
This study examines the genetic and environmental etiology underlying the development of oral language and reading skills, and the relationship between them, over a long period of developmental time spanning middle childhood and adolescence. It focuses particularly on the differential relationship between language and two different aspects of reading: reading fluency and reading comprehension. Structural equation models were applied to language and reading data at 7, 12, and 16 years from the large-scale TEDS twin study. A series of multivariate twin models show a clear patterning of oral language with reading comprehension, as distinct from reading fluency: significant but moderate genetic overlap between oral language and reading fluency (genetic correlation r[subscript g] = 0.46-0.58 at 7, 12, and 16) contrasts with very substantial genetic overlap between oral language and reading comprehension (r[subscript g] = 0.81-0.87, at 12 and 16). This pattern is even clearer in a latent factors model, fit to the data aggregated across ages, in which a single factor representing oral language and reading comprehension is correlated with--but distinct from--a second factor representing reading fluency. A distinction between oral language and reading fluency is also apparent in different developmental trajectories: While the heritability of oral language increases over the period from 7 to 12 to 16 years (from h[superscript 2] = 0.27 to 0.47 to 0.55), the heritability of reading fluency is high and largely stable over the same period of time (h[superscript 2] = 0.73 to 0.71 to 0.64).
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement; Peabody Individual Achievement Test
Grant or Contract Numbers: N/A