Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 5 |
| Since 2006 (last 20 years) | 30 |
Descriptor
| Twins | 44 |
| Genetics | 30 |
| Environmental Influences | 24 |
| Cognitive Ability | 16 |
| Foreign Countries | 14 |
| Longitudinal Studies | 13 |
| Correlation | 12 |
| Reading Skills | 11 |
| Children | 9 |
| Elementary School Students | 8 |
| Mathematics Skills | 8 |
| More ▼ | |
Source
Author
Publication Type
| Journal Articles | 44 |
| Reports - Research | 37 |
| Reports - Evaluative | 6 |
| Reports - Descriptive | 1 |
Education Level
| Elementary Education | 13 |
| Early Childhood Education | 3 |
| Grade 1 | 3 |
| Grade 2 | 2 |
| Kindergarten | 2 |
| Middle Schools | 2 |
| Elementary Secondary Education | 1 |
| Grade 4 | 1 |
| Secondary Education | 1 |
Audience
Location
| United Kingdom | 6 |
| Ohio | 5 |
| United Kingdom (England) | 5 |
| United Kingdom (Wales) | 5 |
| Colorado | 2 |
| Australia | 1 |
| Canada | 1 |
| Russia | 1 |
| United Kingdom (Reading) | 1 |
| United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
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
Harlarr, Nicole; De Thorne, Laura Segebart; Smith, Jamie Mahurin; Betancourt, Mariana Aparicio; Petrill, Stephen A. – Journal of Speech, Language, and Hearing Research, 2016
Purpose: We evaluated genetic and environmental contributions to individual differences in language skills during early adolescence, measured by both language sampling and standardized tests, and examined the extent to which these genetic and environmental effects are stable across time. Purpose: We evaluated genetic and environmental…
Descriptors: Genetics, Environmental Influences, Individual Differences, Language Skills
Tosto, Maria Grazia; Hanscombe, Ken B.; Haworth, Claire M. A.; Davis, Oliver S. P.; Petrill, Stephen A.; Dale, Philip S.; Malykh, Sergey; Plomin, Robert; Kovas, Yulia – Developmental Science, 2014
Spatial ability predicts performance in mathematics and eventual expertise in science, technology and engineering. Spatial skills have also been shown to rely on neuronal networks partially shared with mathematics. Understanding the nature of this association can inform educational practices and intervention for mathematical underperformance.…
Descriptors: Spatial Ability, Prediction, Mathematics Achievement, Twins
Wang, Zhe; Hart, Sara Ann; Kovas, Yulia; Lukowski, Sarah; Soden, Brooke; Thompson, Lee A.; Plomin, Robert; McLoughlin, Grainne; Bartlett, Christopher W.; Lyons, Ian M.; Petrill, Stephen A. – Journal of Child Psychology and Psychiatry, 2014
Background: Emerging work suggests that academic achievement may be influenced by the management of affect as well as through efficient information processing of task demands. In particular, mathematical anxiety has attracted recent attention because of its damaging psychological effects and potential associations with mathematical problem solving…
Descriptors: Mathematics Anxiety, Genetics, Environmental Influences, Multivariate Analysis
Malanchini, Margherita; Wang, Zhe; Voronin, Ivan; Schenker, Victoria J.; Plomin, Robert; Petrill, Stephen A.; Kovas, Yulia – Developmental Psychology, 2017
Extant literature has established a consistent association between aspects of reading motivation, such as enjoyment and self-perceived ability, and reading achievement, in that more motivated readers are generally more skilled readers. However, the developmental etiology of this relation is yet to be investigated. The present study explores the…
Descriptors: Reading Motivation, Recreational Reading, Self Concept, Reading Skills
Hart, Sara A.; Logan, Jessica A. R.; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A. – Journal of Educational Psychology, 2016
Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity, and math anxiety. Latent profile analysis indicated 5 groupings of…
Descriptors: Number Concepts, Numeracy, Mathematics Anxiety, Twins
Tosto, Maria G.; Petrill, Stephen A.; Malykh, Sergey; Malki, Karim; Haworth, Claire M. A.; Mazzocco, Michele M. M.; Thompson, Lee; Opfer, John; Bogdanova, Olga Y.; Kovas, Yulia – Developmental Psychology, 2017
Individual differences in number sense correlate with mathematical ability and performance, although the presence and strength of this relationship differs across studies. Inconsistencies in the literature may stem from heterogeneity of number sense and mathematical ability constructs. Sample characteristics may also play a role as changes in the…
Descriptors: Numeracy, Mathematics Skills, Adolescents, Computation
Harlaar, Nicole; Kovas, Yulia; Dale, Philip S.; Petrill, Stephen A.; Plomin, Robert – Journal of Educational Psychology, 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…
Descriptors: Genetics, Mathematics Skills, Reading Comprehension, Twins
DeThorne, Laura Segebart; Harlaar, Nicole; Petrill, Stephen A.; Deater-Deckard, Kirby – Journal of Speech, Language, and Hearing Research, 2012
Purpose: The authors examined the longitudinal stability of genetic and environmental influences on children's productive language sample measures during the early school-age years. Method: Twin study methodology with structural equation modeling was used to derive univariate estimates of additive genetic (A), shared environmental (C), and…
Descriptors: Factor Analysis, Genetics, Environmental Influences, Grade 2
Smith, Jamie Mahurin; DeThorne, Laura Segebart; Logan, Jessica A. R.; Channell, Ron W.; Petrill, Stephen A. – Journal of Speech, Language, and Hearing Research, 2014
Purpose: The existing literature on language outcomes in children born prematurely focuses almost exclusively on standardized test scores rather than discourse-level abilities. The authors of this study looked longitudinally at school-age language outcomes and potential moderating variables for a group of twins born prematurely versus a control…
Descriptors: Premature Infants, Language Skills, Longitudinal Studies, Twins
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
Willcutt, Erik G.; Petrill, Stephen A.; Wu, Sarah; Boada, Richard; DeFries, John C.; Olson, Richard K.; Pennington, Bruce F. – Journal of Learning Disabilities, 2013
Reading disability (RD) and math disability (MD) frequently co-occur, but the etiology of this comorbidity is not well understood. Groups with RD only (N = 241), MD only (N = 183), and RD + MD (N = 188) and a control group with neither disorder (N = 411) completed a battery of measures of internalizing and externalizing psychopathology, social and…
Descriptors: Comorbidity, Reading Difficulties, Behavior Disorders, Psychopathology
Evidence for Shared Genetic Risk between ADHD Symptoms and Reduced Mathematics Ability: A Twin Study
Greven, Corina U.; Kovas, Yulia; Willcutt, Erik G.; Petrill, Stephen A.; Plomin, Robert – Journal of Child Psychology and Psychiatry, 2013
Background: Attention-deficit/hyperactivity disorder (ADHD) symptoms and mathematics ability are associated, but little is known about the genetic and environmental influences underlying this association. Methods: Data came from more than 6,000 twelve-year-old twin pairs from the UK population-representative Twins Early Development Study. Parents…
Descriptors: Attention Deficit Hyperactivity Disorder, Symptoms (Individual Disorders), Genetic Disorders, Environmental Influences
DeThorne, Laura Segebart; Petrill, Stephen A.; Schatschneider, Chris; Cutting, Laurie – Journal of Speech, Language, and Hearing Research, 2010
Purpose: The present study examined the nature of concurrent and predictive associations between conversational language use and reading development during early school-age years. Method: Language and reading data from 380 twins in the Western Reserve Reading Project were examined via phenotypic correlations and multilevel modeling on exploratory…
Descriptors: Speech, Early Reading, Diachronic Linguistics, Oral Language
Harlaar, Nicole; Cutting, Laurie; Deater-Deckard, Kirby; DeThorne, Laura S.; Justice, Laura M.; Schatschneider, Chris; Thompson, Lee A.; Petrill, Stephen A. – Annals of Dyslexia, 2010
We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension were assessed in a twin sample at age 9. Using latent factor models, we found that overlap…
Descriptors: Reading Comprehension, Listening Comprehension, Oral Language, Genetics
