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Direct linkHart, Sara A.; Petrill, Stephen A.; Thompson, Lee A. – Learning and Individual Differences, 2010
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…
Descriptors: Twins, Genetics, Reading Ability, Mathematics Achievement
Samuelsson, Stefan; Byrne, Brian; Olson, Richard K.; Hulslander, Jacqueline; Wadsworth, Sally; Corley, Robin; Willcutt, Erik G.; DeFries, John C. – Learning and Individual Differences, 2008
Genetic and environmental influences on early reading and spelling at the end of kindergarten and Grade 1 were compared across three twin samples tested in the United States, Australia, and Scandinavia. Proportions of variance due to genetic influences on kindergarten reading were estimated at 0.84 in Australia, 0.68 in the U.S., and 0.33 in…
Descriptors: Twins, Spelling, Early Reading, Genetics
Hoekstra, Rosa A.; Bartels, Meike; Boomsma, Dorret I. – Learning and Individual Differences, 2007
In a longitudinal genetic study we explored which factors underlie stability in verbal and nonverbal abilities, and the extent to which the association between these abilities becomes stronger as children grow older. Measures of verbal and nonverbal IQ were collected in Dutch twin pairs at age 5, 7, 10, 12 and 18 years. The stability of both…
Descriptors: Twins, Intervals, Structural Equation Models, Intelligence Quotient
