A Behaviour-Genetic Analysis of Orthographic Learning, Spelling and Decoding

Autor/inn/en	Byrne, Brian; Coventry, William L.; Olson, Richard K.; Hulslander, Jacqueline; Wadsworth, Sally; DeFries, John C.; Corley, Robin; Willcutt, Erik G.; Samuelsson, Stefan
Titel	A Behaviour-Genetic Analysis of Orthographic Learning, Spelling and Decoding
Quelle	In: Journal of Research in Reading, 31 (2008) 1, S.8-21 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/j.1467-9817.2007.00358.x
Schlagwörter	Twins; Spelling; Genetics; Foreign Countries; Grade 2; Decoding (Reading); Correlation; Multivariate Analysis; Australia; United States + Suchen Sie Ihr Suchwort? Twin; Zwilling; Schreibweise; Humangenetik; Ausland; School year 02; 2. Schuljahr; Schuljahr 02; Dekodierung; Korrelation; Multivariate Analyse; Australien; USA
Abstract	As part of a longitudinal twin study of literacy and language, we conducted a behaviour-genetic analysis of orthographic learning, spelling and decoding in Grade 2 children (225 identical and 214 fraternal twin pairs) in the United States and Australia. Each variable showed significant genetic and unique environment influences. Multivariate analyses revealed very high genetic correlations among the variables, indicating that the same genes are involved in their aetiology. These genes are partly independent of those contributing to intelligence. A further analysis indicated that the covariation between decoding and orthographic learning is mediated by shared genes rather than by a direct causal path. The authors argue that a learning parameter, most directly assessed by orthographic learning in this study, underlies all three literacy variables. The results are also discussed in relation to Share's self-teaching hypothesis, which may require modification. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10