Telephone Testing and Teacher Assessment of Reading Skills in 7-Year-Olds: II. Strong Genetic Overlap

Autor/inn/en	Harlaar, Nicole; Dale, Philip S.; Plomin, Robert
Titel	Telephone Testing and Teacher Assessment of Reading Skills in 7-Year-Olds: II. Strong Genetic Overlap
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 18 (2006) 5, S.401-423 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-005-0271-1
Schlagwörter	Reading Skills; Genetics; Word Recognition; Individual Differences; Correlation; Twins; National Curriculum; Reading Teachers; Reading Difficulties; Reading Tests; Telephone Surveys; Student Evaluation + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Humangenetik; Worterkennung; Individueller Unterschied; Korrelation; Twin; Zwilling; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Reading difficulty; Leseschwierigkeit; Lesetest; Telephone interview; Telefoninterview; Schulnote; Studentische Bewertung
Abstract	In a companion paper, word recognition skills assessed by telephone using the Test of Word Reading Efficiency (TOWRE) were found to correlate highly with National Curriculum (NC) teacher-assessed reading ability in 7-year-old twins. This study examined the genetic and environmental origins of this high correlation. TOWRE and NC scores were both highly heritable and the correlation between them was largely due to overlapping genetic effects. These findings were obtained both across the normal range of reading abilities and at the low extreme, defined by scores below a 13.4% cut-off on either measure. TOWRE and NC scores may provide promising phenotypes for further study of the aetiology of early reading abilities and disabilities. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10