The genetic architecture of oral language, reading fluency, and reading comprehension: A twin study from 7 to 16 years.

ABSTRACT: This study examines the genetic and environmental etiology underlying the development of oral language and reading skills, and the relationship between them, over a long period of developmental time spanning middle childhood and adolescence. It focuses particularly on the differential relationship between language and two different aspects of reading: reading fluency and reading comprehension. Structural equation models were applied to language and reading data at 7, 12, and 16 years from the large-scale TEDS twin study. A series of multivariate twin models show a clear patterning of oral language with reading comprehension, as distinct from reading fluency: significant but moderate genetic overlap between oral language and reading fluency (genetic correlation r_g = .46-.58 at 7,

SUBMITTER: Tosto MG 

PROVIDER: S-EPMC5444555 | biostudies-literature | 2017 Jun

REPOSITORIES: biostudies-literature