The association of parent-reported executive functioning, reading, and math is explained by nature, not nurture.

ABSTRACT: According to the hybrid model (van Bergen, van der Leij, & de Jong, 2014), the significant association among executive functioning (EF), reading, and math may be partially explained by parent-reported EF's role as a common risk and/or protective factor in reading and math (dis)abilities. The current study used a sample of 434 twin pairs (M_age = 12.12) from Florida to conduct genetically sensitive modeling on children's parent-reported EF, reading, and math skills to determine the common and unique etiological influences among the three domains. EF was measured through parent report and reading and math were measured with standardized test scores drawn from Florida's Progress Monitoring and Reporting Network as well as standardized parent-administered assessments collected

SUBMITTER: Daucourt MC 

PROVIDER: S-EPMC8256638 | biostudies-literature | 2020 Dec

REPOSITORIES: biostudies-literature