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Word Reading Fluency: Role of Genome-Wide Single-Nucleotide Polymorphisms in Developmental Stability and Correlations with Print Exposure
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Harlaar, Nicole; Trzaskowski, Maciej; Dale, Philip S.; Plomin, Robert – Child Development, 2014
The genetic effects on individual differences in reading development were examined using genome-wide complex trait analysis (GCTA) in a twin sample. In unrelated individuals (one twin per pair, n = 2,942), the GCTA-based heritability of reading fluency was ~20%-29% at ages 7 and 12. GCTA bivariate results showed that the phenotypic stability of…
Descriptors: Reading Skills, Twins, Genetics, Individual Differences
Genome-Wide Association Study of Receptive Language Ability of 12-Year-Olds
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Harlaar, Nicole; Meaburn, Emma L.; Hayiou-Thomas, Marianna E.; Davis, Oliver S. P.; Docherty, Sophia; Hanscombe, Ken B.; Haworth, Claire M. A.; Price, Thomas S.; Trzaskowski, Maciej; Dale, Philip S.; Plomin, Robert – Journal of Speech, Language, and Hearing Research, 2014
Purpose: Researchers have previously shown that individual differences in measures of receptive language ability at age 12 are highly heritable. In the current study, the authors attempted to identify some of the genes responsible for the heritability of receptive language ability using a "genome-wide association" approach. Method: The…
Descriptors: Receptive Language, Genetics, Individual Differences, Twins
Associations between Reading Achievement and Independent Reading in Early Elementary School: A Genetically Informative Cross-Lagged Study
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Harlaar, Nicole; Deater-Deckard, Kirby; Thompson, Lee A.; DeThorne, Laura S.; Petrill, Stephen A. – Child Development, 2011
This study used a cross-lagged twin design to examine reading achievement and independent reading from 10 to 11 years (n = 436 twin pairs). Reading achievement at age 10 significantly predicted independent reading at age 11. The alternative path, from independent reading at age 10 to reading achievement at age 11, was not significant. Individual…
Descriptors: Twins, Independent Reading, Reading Achievement, Genetics
Nature and Nurture in School-Based Second Language Achievement
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Dale, Philip S.; Harlaar, Nicole; Plomin, Robert – Language Learning, 2012
Variability in achievement across learners is a hallmark of second language (L2) learning, especially in academic-based learning. The Twins Early Development Study (TEDS), based on a large, population-representative sample in the United Kingdom, provides the first opportunity to examine individual differences in second language achievement in a…
Descriptors: National Curriculum, Twins, Structural Equation Models, Second Language Learning
Reading and General Cognitive Ability: A Multivariate Analysis of 7-Year-Old Twins
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Harlaar, Nicole; Hayiou-Thomas, Marianna E.; Plomin, Robert – Scientific Studies of Reading, 2005
We examined the association between reading and general cognitive ability (g) in a population-based sample of 6,476 pairs of 7-year-old twins. Additive genetic influences largely accounted for individual differences in reading and the covariation between reading and g. Furthermore, both genetic and shared environmental influences on reading and g…
Descriptors: Cognitive Ability, Twins, Multivariate Analysis, Environmental Influences
Telephone Testing and Teacher Assessment of Reading Skills in 7-Year-Olds: II. Strong Genetic Overlap
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Harlaar, Nicole; Dale, Philip S.; Plomin, Robert – Reading and Writing: An Interdisciplinary Journal, 2006
In a companion paper, word recognition skills assessed by telephone using the Test of Word Reading Efficiency (TOWRE) were found to correlate highly with National Curriculum (NC) teacher-assessed reading ability in 7-year-old twins. This study examined the genetic and environmental origins of this high correlation. TOWRE and NC scores were both…
Descriptors: Reading Skills, Genetics, Word Recognition, Individual Differences