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Direct linkTosto, Maria Grazia; Garon-Carrier, Gabrielle; Gross, Susan; Petrill, Stephen A.; Malykh, Sergey; Malki, Karim; Hart, Sara A.; Thompson, Lee; Karadaghi, Rezhaw L.; Yakovlev, Nikita; Tikhomirova, Tatiana; Opfer, John E.; Mazzocco, Michèle M. M.; Dionne, Ginette; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E.; Boivin, Michel; Kovas, Yulia – British Journal of Educational Psychology, 2019
Background: The number line task assesses the ability to estimate numerical magnitudes. People vary greatly in this ability, and this variability has been previously associated with mathematical skills. However, the sources of individual differences in number line estimation and its association with mathematics are not fully understood. Aims: This…
Descriptors: Twins, Individual Differences, Computation, Mathematics Skills
Erbeli, Florina; van Bergen, Elsje; Hart, Sara A. – Child Development, 2020
The purpose of this study was to test the directionality of influence between reading comprehension (RC) and print exposure (PE), thereby estimating genetic and environmental effects of this relation. The sample consisted of 910 twins in fourth through ninth grades (M[subscript age] = 12.33 years, SD = 1.41) from the Florida Twin Project on…
Descriptors: Correlation, Reading Comprehension, Twins, Reading Instruction
Erbeli, Florina; Hart, Sara A.; Taylor, Jeanette – Journal of Learning Disabilities, 2019
A risk to develop a learning disability has been shown to run in families. Having a positive family history of learning disability seems to account for mean differences in achievement outcomes (reading, math) in that children with a positive family history score significantly lower compared to their peers with no such family history. However, the…
Descriptors: Genetics, Environmental Influences, Academic Achievement, Outcomes of Education
Daucourt, Mia C.; Haughbrook, Rasheda; van Bergen, Elsje; Hart, Sara A. – Developmental Psychology, 2020
According to the hybrid model (van Bergen, van der Leij, & de Jong, 2014), the significant association among executive functioning (EF), reading, and math may be partially explained by parent-reported EF's role as a common risk and/or protective factor in reading and math (dis)abilities. The current study used a sample of 434 twin pairs…
Descriptors: Executive Function, Reading Skills, Mathematics Skills, Reading Difficulties
Download full textErbeli, Florina; Hart, Sara A.; Kim, Young-Suk Grace; Taylor, Jeanette – Grantee Submission, 2017
Researchers have identified sources of individual differences in writing across beginning and developing writers. The aim of the present study was to further clarify the sources of this variability by investigating the extent to which there are differences in genetic and environmental factors underlying the associations between lexical diversity,…
Descriptors: Genetics, Environmental Influences, Writing Skills, Syntax
Haughbrook, Rasheda; Hart, Sara A.; Schatschneider, Christopher; Taylor, Jeanette – Developmental Science, 2017
Recent research suggests that the etiology of reading achievement can differ across environmental contexts. In the US, schools are commonly assigned grades (e.g. "A," "B") often interpreted to indicate school quality. This study explored differences in the etiology of early literacy skills for students based on these school…
Descriptors: Genetics, Environmental Influences, Etiology, Emergent Literacy
Little, Callie W.; Hart, Sara A.; Quinn, Jamie M.; Tucker-Drob, Elliot M.; Taylor, Jeanette; Schatschneider, Christopher – Child Development, 2017
This study explores the co-development of two related but separate reading skills, reading fluency and reading comprehension, across Grades 1-4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1,784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping…
Descriptors: Reading Skills, Reading Instruction, Reading Fluency, Reading Comprehension
Wood, Sarah G.; Hart, Sara A.; Little, Callie W.; Phillips, Beth M. – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2016
Past research suggests that reading comprehension test performance does not rely solely on targeted cognitive processes such as word reading, but also on other nontarget aspects such as test anxiety. Using a genetically sensitive design, we sought to understand the genetic and environmental etiology of the association between test anxiety and…
Descriptors: Test Anxiety, High Stakes Tests, Standardized Tests, Reading Tests
Logan, Jessica A. R.; Hart, Sara A.; Cutting, Laurie; Deater-Deckard, Kirby; Schatschneider, Chris; Petrill, Stephen – Child Development, 2013
The development of reading skills in typical students is commonly described as a rapid growth across early grades of active reading education, with a slowing down of growth as active instruction tapers. This study examined the extent to which genetics and environments influence these growth rates. Participants were 371 twin pairs, aged…
Descriptors: Reading Skills, Genetics, Environmental Influences, Twins
Little, Callie W.; Hart, Sara A.; Schatschneider, Christopher; Taylor, Jeanette – Journal of Learning Disabilities, 2016
Previous literature has indicated an important association between reading comprehension and both attention-deficit/hyperactivity disorder (ADHD) and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence…
Descriptors: Attention Deficit Hyperactivity Disorder, Homework, Reading Comprehension, Correlation
Hart, Sara A.; Soden, Brooke; Johnson, Wendy; Schatschneider, Christopher; Taylor, Jeanette – Journal of Child Psychology and Psychiatry, 2013
Background: Influential work has explored the role of family socioeconomic status (SES) as an environmental moderator of genetic and environmental influences on cognitive outcomes. This work has provided evidence that socioeconomic circumstances differentially impact the heritability of cognitive abilities, generally supporting the bioecological…
Descriptors: Genetics, Socioeconomic Status, Educational Environment, Environmental Influences
Mikolajewski, Amy J.; Allan, Nicholas P.; Hart, Sara A.; Lonigan, Christopher J.; Taylor, Jeanette – Journal of Abnormal Child Psychology, 2013
The co-occurrence of internalizing and externalizing disorders suggests that they may have common underlying vulnerability factors. Research has shown that negative affect is moderately positively correlated with both internalizing and externalizing disorders in children. The present study is the first to provide an examination of negative affect…
Descriptors: Behavior Disorders, Children, Genetics, Environmental Influences
Taylor, Jeanette; Allan, Nicholas; Mikolajewski, Amy J.; Hart, Sara A. – Journal of Child Psychology and Psychiatry, 2013
Background: Childhood behavioral disorders including conduct disorder (CD), oppositional defiant disorder (ODD), and attention-deficit/hyperactivity disorder (ADHD) often co-occur. Prior twin research shows that common sets of genetic and environmental factors are associated with these various disorders and they form a latent factor called…
Descriptors: Behavior Disorders, Attention Deficit Hyperactivity Disorder, Children, Measures (Individuals)
Hart, Sara A.; Logan, Jessica A. R.; Soden-Hensler, Brooke; Kershaw, Sarah; Taylor, Jeanette; Schatschneider, Christopher – Developmental Psychology, 2013
Research on the development of reading skills through the primary school years has pointed to the importance of individual differences in initial ability as well as the growth of those skills. Additionally, it has been theorized that reading skills develop incrementally. The present study examined the genetic and environmental influences on 2…
Descriptors: Nature Nurture Controversy, Twins, Reading Skills, Reading Fluency
Hart, Sara A.; Petrill, Stephen A.; Kamp Dush, Claire M. – Language, Speech, and Hearing Services in Schools, 2010
Purpose: The present study had two purposes: provide an illustration of use of the National Longitudinal Survey of Youth 1979 Children's (CNLSY; U.S. Department of Labor, 2009) database and use the database to seek convergent evidence regarding the magnitude and significance of genetic effects influencing low and typical performers on measures of…
Descriptors: Reading Comprehension, Siblings, Intervals, Genetics
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