Does Reading Cause Later Intelligence? Accounting for Stability in Models of Change

Autor/inn/en	Bailey, Drew H.; Littlefield, Andrew K.
Titel	Does Reading Cause Later Intelligence? Accounting for Stability in Models of Change
Quelle	In: Child Development, 88 (2017) 6, S.1913-1921 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12669
Schlagwörter	Correlation; Child Development; Intelligence; Developmental Stages; Reading Ability; Twins; Regression (Statistics); Cognitive Development; Environmental Influences; Children; Adolescents; Reading Tests; Longitudinal Studies; Models + Suchen Sie Ihr Suchwort? Korrelation; Kindesentwicklung; Intelligenz; Klugheit; Reading competence; Lesekompetenz; Twin; Zwilling; Regression; Regressionsanalyse; Kognitive Entwicklung; Environmental influence; Umwelteinfluss; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lesetest; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell
Abstract	This study reanalyzes data presented by Ritchie, Bates, and Plomin (2015) who used a cross-lagged monozygotic twin differences design to test whether reading ability caused changes in intelligence. The authors used data from a sample of 1,890 monozygotic twin pairs tested on reading ability and intelligence at five occasions between the ages of 7 and 16, regressing twin differences in intelligence on twin differences in prior intelligence and twin differences in prior reading ability. Results from a state-trait model suggest that reported effects of reading ability on later intelligence may be artifacts of previously uncontrolled factors, both environmental in origin and stable during this developmental period, influencing both constructs throughout development. Implications for cognitive developmental theory and methods are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01