Work

Associations Between Reading Achievement and Independent Reading in Early Elementary School: A Genetically Informative Cross-Lagged Study

Year: 2011

Type: article

Abstract: This study used a cross-lagged twin design to examine reading achievement and independent reading from 10 to 11 years (n = 436 twin pairs). Reading achievement at age 10 significantly predicted independent reading at age 11. The alternative path, from independent reading at age 10 to reading achievement at age 11, was not significant. Individual differences in reading achievement and independent reading at both ages were primarily due to genetic influences. Furthermore, individual differences in independent reading at age 11 partly reflected genetic influences on reading achievement at age 10. These findings suggest that genetic influences that contribute to individual differences in children's reading abilities also influence the extent to which children actively seek out and create opportunities to read.

Source: Child Development

DOI: 10.1111/j.1467-8624.2011.01658.x

Authors: Nicole Harlaar, Kirby Deater-Deckard, Lee A Thompson, Laura S DeThorne, Stephen A Petrill

Institutions: University of Colorado Boulder, Virginia Tech, Case Western Reserve University, University of Illinois Urbana-Champaign, The Ohio State University

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

Open Access status: green

Funder: Eunice Kennedy Shriver National Institute of Child Health and Human Development