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

• Autores: Callie W. Little, Sara A. Hart, Jamie M. Quinn, Elliot M. Tucker Drob, Jeanette Taylor, Christopher Schatschneider
• Localización: Child development, ISSN 0009-3920, Vol. 88, Nº. 3, 2017, págs. 934-945
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • 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.