Predicting individual differences in reading comprehension: a twin study.

Harlaar N, Cutting L, Deater-Deckard K, Dethorne LS, Justice LM, Schatschneider C, Thompson LA, Petrill SA
Ann Dyslexia. 2010 60 (2): 265-88

PMID: 20814768 · PMCID: PMC2981603 · DOI:10.1007/s11881-010-0044-7

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 among phonological decoding, word recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence for a genetic basis to the "Simple View" of reading.

MeSH Terms (19)

Awareness Child Comprehension Diseases in Twins Dyslexia Female Humans Individuality Male Multivariate Analysis Phenotype Phonetics Reading Social Environment Speech Perception United States Verbal Behavior Verbal Learning Vocabulary

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