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A behaviour‐genetic analysis of orthographic learning, spelling and decoding
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| Zeitschriftentitel: | Journal of Research in Reading |
|---|---|
| Personen und Körperschaften: | , , , , , , , , |
| In: | Journal of Research in Reading, 31, 2008, 1, S. 8-21 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
Wiley
|
| Schlagwörter: |
| author_facet |
Byrne, Brian Coventry, William L. Olson, Richard K. Hulslander, Jacqueline Wadsworth, Sally DeFries, John C. Corley, Robin Willcutt, Erik G. Samuelsson, Stefan Byrne, Brian Coventry, William L. Olson, Richard K. Hulslander, Jacqueline Wadsworth, Sally DeFries, John C. Corley, Robin Willcutt, Erik G. Samuelsson, Stefan |
|---|---|
| author |
Byrne, Brian Coventry, William L. Olson, Richard K. Hulslander, Jacqueline Wadsworth, Sally DeFries, John C. Corley, Robin Willcutt, Erik G. Samuelsson, Stefan |
| spellingShingle |
Byrne, Brian Coventry, William L. Olson, Richard K. Hulslander, Jacqueline Wadsworth, Sally DeFries, John C. Corley, Robin Willcutt, Erik G. Samuelsson, Stefan Journal of Research in Reading A behaviour‐genetic analysis of orthographic learning, spelling and decoding Psychology (miscellaneous) Developmental and Educational Psychology Education |
| author_sort |
byrne, brian |
| spelling |
Byrne, Brian Coventry, William L. Olson, Richard K. Hulslander, Jacqueline Wadsworth, Sally DeFries, John C. Corley, Robin Willcutt, Erik G. Samuelsson, Stefan 0141-0423 1467-9817 Wiley Psychology (miscellaneous) Developmental and Educational Psychology Education http://dx.doi.org/10.1111/j.1467-9817.2007.00358.x <jats:p>As part of a longitudinal twin study of literacy and language, we conducted a behaviour‐genetic analysis of orthographic learning, spelling and decoding in Grade 2 children (225 identical and 214 fraternal twin pairs) in the United States and Australia. Each variable showed significant genetic and unique environment influences. Multivariate analyses revealed very high genetic correlations among the variables, indicating that the same genes are involved in their aetiology. These genes are partly independent of those contributing to intelligence. A further analysis indicated that the covariation between decoding and orthographic learning is mediated by shared genes rather than by a direct causal path. The authors argue that a learning parameter, most directly assessed by orthographic learning in this study, underlies all three literacy variables. The results are also discussed in relation to Share's self‐teaching hypothesis, which may require modification.</jats:p> A behaviour‐genetic analysis of orthographic learning, spelling and decoding Journal of Research in Reading |
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A behaviour‐genetic analysis of orthographic learning, spelling and decoding |
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A behaviour‐genetic analysis of orthographic learning, spelling and decoding |
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A behaviour‐genetic analysis of orthographic learning, spelling and decoding |
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A behaviour‐genetic analysis of orthographic learning, spelling and decoding |
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A behaviour‐genetic analysis of orthographic learning, spelling and decoding |
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a behaviour‐genetic analysis of orthographic learning, spelling and decoding |
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Psychology (miscellaneous) Developmental and Educational Psychology Education |
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<jats:p>As part of a longitudinal twin study of literacy and language, we conducted a behaviour‐genetic analysis of orthographic learning, spelling and decoding in Grade 2 children (225 identical and 214 fraternal twin pairs) in the United States and Australia. Each variable showed significant genetic and unique environment influences. Multivariate analyses revealed very high genetic correlations among the variables, indicating that the same genes are involved in their aetiology. These genes are partly independent of those contributing to intelligence. A further analysis indicated that the covariation between decoding and orthographic learning is mediated by shared genes rather than by a direct causal path. The authors argue that a learning parameter, most directly assessed by orthographic learning in this study, underlies all three literacy variables. The results are also discussed in relation to Share's self‐teaching hypothesis, which may require modification.</jats:p> |
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| description | <jats:p>As part of a longitudinal twin study of literacy and language, we conducted a behaviour‐genetic analysis of orthographic learning, spelling and decoding in Grade 2 children (225 identical and 214 fraternal twin pairs) in the United States and Australia. Each variable showed significant genetic and unique environment influences. Multivariate analyses revealed very high genetic correlations among the variables, indicating that the same genes are involved in their aetiology. These genes are partly independent of those contributing to intelligence. A further analysis indicated that the covariation between decoding and orthographic learning is mediated by shared genes rather than by a direct causal path. The authors argue that a learning parameter, most directly assessed by orthographic learning in this study, underlies all three literacy variables. The results are also discussed in relation to Share's self‐teaching hypothesis, which may require modification.</jats:p> |
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| spelling | Byrne, Brian Coventry, William L. Olson, Richard K. Hulslander, Jacqueline Wadsworth, Sally DeFries, John C. Corley, Robin Willcutt, Erik G. Samuelsson, Stefan 0141-0423 1467-9817 Wiley Psychology (miscellaneous) Developmental and Educational Psychology Education http://dx.doi.org/10.1111/j.1467-9817.2007.00358.x <jats:p>As part of a longitudinal twin study of literacy and language, we conducted a behaviour‐genetic analysis of orthographic learning, spelling and decoding in Grade 2 children (225 identical and 214 fraternal twin pairs) in the United States and Australia. Each variable showed significant genetic and unique environment influences. Multivariate analyses revealed very high genetic correlations among the variables, indicating that the same genes are involved in their aetiology. These genes are partly independent of those contributing to intelligence. A further analysis indicated that the covariation between decoding and orthographic learning is mediated by shared genes rather than by a direct causal path. The authors argue that a learning parameter, most directly assessed by orthographic learning in this study, underlies all three literacy variables. The results are also discussed in relation to Share's self‐teaching hypothesis, which may require modification.</jats:p> A behaviour‐genetic analysis of orthographic learning, spelling and decoding Journal of Research in Reading |
| spellingShingle | Byrne, Brian, Coventry, William L., Olson, Richard K., Hulslander, Jacqueline, Wadsworth, Sally, DeFries, John C., Corley, Robin, Willcutt, Erik G., Samuelsson, Stefan, Journal of Research in Reading, A behaviour‐genetic analysis of orthographic learning, spelling and decoding, Psychology (miscellaneous), Developmental and Educational Psychology, Education |
| title | A behaviour‐genetic analysis of orthographic learning, spelling and decoding |
| title_full | A behaviour‐genetic analysis of orthographic learning, spelling and decoding |
| title_fullStr | A behaviour‐genetic analysis of orthographic learning, spelling and decoding |
| title_full_unstemmed | A behaviour‐genetic analysis of orthographic learning, spelling and decoding |
| title_short | A behaviour‐genetic analysis of orthographic learning, spelling and decoding |
| title_sort | a behaviour‐genetic analysis of orthographic learning, spelling and decoding |
| title_unstemmed | A behaviour‐genetic analysis of orthographic learning, spelling and decoding |
| topic | Psychology (miscellaneous), Developmental and Educational Psychology, Education |
| url | http://dx.doi.org/10.1111/j.1467-9817.2007.00358.x |