Choice of Reading Comprehension Test Influences the Outcomes of Genetic Analyses

Autor/inn/en	Betjemann, Rebecca S.; Keenan, Janice M.; Olson, Richard K.; DeFries, John C.
Titel	Choice of Reading Comprehension Test Influences the Outcomes of Genetic Analyses
Quelle	In: Scientific Studies of Reading, 15 (2011) 4, S.363-382 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
Schlagwörter	Reading Comprehension; Listening Comprehension; Siblings; Genetics; Comparative Analysis; Individual Differences; Reading Difficulties; Reading Skills; Reading Ability; Environmental Influences; Correlation; Intervals; Reading Tests; Control Groups; Decoding (Reading); Etiology; Colorado; Gray Oral Reading Test; Peabody Individual Achievement Test + Suchen Sie Ihr Suchwort? Leseverstehen; Hörverständnis; Sibling; Geschwister; Humangenetik; Individueller Unterschied; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Reading competence; Lesekompetenz; Environmental influence; Umwelteinfluss; Korrelation; Lesetest; Dekodierung; Ätiologie
Abstract	Does the choice of test for assessing reading comprehension influence the outcome of genetic analyses? A twin design compared two types of reading comprehension tests classified as primarily associated with word decoding (RC-D) or listening comprehension (RC-LC). For both types of tests, the overall genetic influence is high and nearly identical. However, the tests differed significantly in how they covary with the genes associated with decoding and listening comprehension. Although Cholesky decomposition showed that both types of comprehension tests shared significant genetic influence with both decoding and listening comprehension, RC-D tests shared most genetic variance with decoding, and RC-LC tests shared most with listening comprehension. Thus, different tests used to measure the same construct may manifest very different patterns of genetic covariation. These results suggest that the apparent discrepancies among the findings of previous twin studies of reading comprehension could be due at least in part to test differences. (Contains 5 tables, 1 figure and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10