Colorado Longitudinal Twin Study of Reading Disability

Autor/inn/en	Wadsworth, Sally J.; DeFries, John C.; Olson, Richard K.; Willcutt, Erik G.
Titel	Colorado Longitudinal Twin Study of Reading Disability
Quelle	In: Annals of Dyslexia, 57 (2007) 2, S.139-160 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-007-0009-7
Schlagwörter	Reading Difficulties; Twins; Genetics; Cognitive Ability; Longitudinal Studies; Measures (Individuals); Correlation; Reading Achievement; Tests; Scores + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Twin; Zwilling; Humangenetik; Denkfähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messdaten; Korrelation; Leseleistung; Examination; Prüfung; Examen
Abstract	The primary objectives of the present study are to introduce the Colorado Longitudinal Twin Study of Reading Disability, the first longitudinal twin study in which subjects have been specifically selected for having a history of reading difficulties, and to present some initial assessments of the stability of reading performance and cognitive abilities in this sample. Preliminary examination of the test scores of 124 twins with a history of reading difficulties and 154 twins with no history of reading difficulties indicates that over the 5- to 6-year interval between assessments, cognitive and reading performance are highly stable. As a group, those subjects with a history of reading difficulties had substantial deficits relative to control subjects on all measures at initial assessment, and significant deficits remained at follow-up. The stability noted for all cognitive and achievement measures was highest for a composite measure of reading, whose average stability correlation across groups was 0.80. Results of preliminary behavior genetic analyses for this measure indicated that shared genetic influences accounted for 86% and 49% of the phenotypic correlations between the two assessments for twin pairs with and without reading difficulties, respectively. In addition, genetic correlations reached unity for both groups, suggesting that the same genetic influences are manifested at both time points. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10