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ERIC Number: EJ993879
Record Type: Journal
Publication Date: 2012-Aug
Pages: 14
Abstractor: As Provided
Reference Count: 63
ISSN: ISSN-0022-0663
Mathematics Is Differentially Related to Reading Comprehension and Word Decoding: Evidence from a Genetically Sensitive Design
Harlaar, Nicole; Kovas, Yulia; Dale, Philip S.; Petrill, Stephen A.; Plomin, Robert
Journal of Educational Psychology, v104 n3 p622-635 Aug 2012
Although evidence suggests that individual differences in reading and mathematics skills are correlated, this relationship has typically only been studied in relation to word decoding or global measures of reading. It is unclear whether mathematics is differentially related to word decoding and reading comprehension. In the current study, the authors examined these relationships at both a phenotypic and an etiological level in a population-based cohort of 5,162 twin pairs at age 12 years. Multivariate genetic analyses of latent phenotypic factors of mathematics, word decoding, and reading comprehension revealed substantial genetic and shared environmental correlations among all three domains. However, the phenotypic and genetic correlations between mathematics and reading comprehension were significantly greater than those between mathematics and word decoding. Independent of mathematics, there was also evidence for genetic and nonshared environmental links between word decoding and reading comprehension. These findings indicate that word decoding and reading comprehension have partly distinct relationships with mathematics in the middle school years. (Contains 6 tables and 2 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United Kingdom (Wales)