Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study

Autor/inn/en	Little, Callie W.; Hart, Sara A.; Quinn, Jamie M.; Tucker-Drob, Elliot M.; Taylor, Jeanette; Schatschneider, Christopher
Titel	Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study
Quelle	In: Child Development, 88 (2017) 3, S.934-945 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quinn, Jamie M.) ORCID (Schatschneider, Christopher) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12670
Schlagwörter	Reading Skills; Reading Instruction; Reading Fluency; Reading Comprehension; Grade 1; Grade 2; Grade 3; Grade 4; Elementary School Students; Scores; Longitudinal Studies; Twins; Environmental Influences; Genetics; Age Differences + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Leseunterricht; Leseverstehen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Twin; Zwilling; Environmental influence; Umwelteinfluss; Humangenetik; Age; Difference; Age difference; Altersunterschied
Abstract	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 genetic and environmental factors. Growth in both skills was influenced by highly overlapping shared environmental factors. Cross-lagged parameters indicated bidirectional effects, with stronger effects from fluency to comprehension change than from comprehension to fluency change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01