Reading performance and general cognitive ability in twins with reading difficulties and control pairs

Personality and Individual Differences

Volumn 22, Issue 6, 1997, Pages 793-803

  Alarcón, Maricela ^a   DeFries, J C ^a  

^a UNIVERSITY OF COLORADO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031161351     PISSN: 01918869     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0191-8869(96)00267-X     Document Type: Article

References (31)

1. Alarcón, M. & DeFries, J. C. (1995). Quantitative trait locus for reading disability: An alternative test. Behavior Genetics, 25, 253.
2. Blom, G. (1958). Statistical estimates and transformed beta variables. New York: John Wiley & Sons.
3. Bollen, K. A. (1989). Structural equations with latent variables. New York: John Wiley & Sons.
4. Brooks, A., Fulker, D. W. & DeFries, J. C. (1990). Reading performance and general cognitive ability: A multivariate genetic analysis of twin data. Personality and Individual Differences. 11, 141-146.
5. Cardon, L. R., DiLalla, L. F., Plomin, R., DeFries, J. C. & Fulker, D. W. (1990). Genetic correlations between reading performance and IQ in the Colorado Adoption Project. Intelligence, 14, 245-257.
6. Cardon, L. R., Smith, S. D., Fulker, D. W., Kimberling, W. J., Pennington, B. F. & DeFries, J. C. (1994). Quantitative trait locus for reading disability on chromosome 6. Science, 266, 276-279.
7. Cardon, L. R., Smith, S. D., Fulker, D. W., Kimberling, W. J., Pennington, B. F. & DeFries, J. C. (1995). Quantitative trait locus for reading disability: Correction. Science, 268, 1553.
8. Covin, T. M. & Lubimiv, A. J. (1976). Concurrent validity of the WRAT. Perceptual and Motor Skills, 43, 573-574.
9. DeFries, J. C. & Alarcón, M. (1996). Genetics of specific reading disability. Mental Retardation and Developmental Disabilities Research Reviews, 2, 39-47.
10. DeFries, J. C. & Gillis, J. J. (1991). Etiology of reading deficits in learning disabilities: Quantitative genetic analysis. In J. E. Obrzut & G. W. Hynd (Eds), Neuropsychological foundations of learning disabilities: A handbook of issues, methods and practice, (pp. 29-47). Academic Press: Orlando, FL.
11. Dunn, L. M. & Markwardt, F. C. (1970). Examiner's manual: Peabody individual achievement test. Circle Pines, MN: American Guidance Service.
12. Falconer, D. S. (1989). Introduction to quantitative genetics. New York: Longman Scientific and Technical.
13. Grigorenko, E. L., Wood. F. B., Meyer, M. S., Hart, L. A., Speed, W. C., Shuster, A. & Pauls, D. L. (1996). Susceptibility loci for distinct components of dyslexia on chromosomes 6 and 15. American Journal of Human Genetics, 59, (suppl.), A219.
14. Hartlage, L. C. & Steele, C. T. (1977). WISC and WISC-R correlates of academic achievement. Psychology in the Schools, 14, 15-18.
15. Hayduk, L. A. (1987). Structural equation modeling with LISREL. Baltimore: The Johns Hopkins University Press.
16. Kaufman, A. S. (1973). Comparison of the WPPSI, Stanford-Binet, and McCarthy scales as predictors of first-grade achievement. Perceptual and Motor Skills. 36, 67-73.
17. Lyon, G. R. (1989). IQ is relevant to the definition of learning disabilities: A position in search of logic and data. Journal of Learning Disabilities, 22, 504-506, 512.
18. Marsh, H. W., Balla, J. R. & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103, 391-410.
19. Neale, M. C. (1991). Mx: Statistical modeling. Box 3 MCV, Richmond, VA 23298: Department of Human Genetics.
20. Neale, M. C. & Cardon, L. R. (1992). Methodology for genetic studies of twins and families. Dordrech, The Netherlands: Kluwer Academic.
21. Nichols, R. C. & Bilbro, W. C. (1966). The diagnosis of twin zygosity. Acta Genetica et Statistica Medica, 16, 265-275.
22. Petrill, S. A. & Thompson, L. A. (1993). The phenotypic and genetic relationships among measures of cognitive ability, temperament, and scholastic achievement. Behavior Genetics, 23, 511-518.
23. SPSS (1988). SPSS-X User's guide 3rd edition. Chicago IL: SPSS Inc.
24. Thompson, L. A., Detterman, D. K. & Plomin, R. (1991). Associations between cognitive abilities and scholastic achievement: Genetic overlap but environmental differences. Psychological Science, 2, 158-165.
25. Tramill, J. L. & Tramill, J. K. (1981). Investigations into the relationships of the WRAT, the PIAT, the SORT, and the WISC-R in low-functioning referrals. Psychology in the Schools, 18, 149-153.
26. Tucker, L. R. & Lewis, C. (1973). The reliability coefficient for maximum likelihood factor analysis. Psychometrika, 38, 1-10.
27. Wadsworth, S. J., DeFries, J. C., Fulker, D. W. & Plomin, R. (1995a). Cognitive ability and academic achievement in the Colorado Adoption Project: A multivariate genetic analysis of parent-offspring and sibling data. Behavior Genetics, 25, 1-15.
28. Wadsworth, S. J., DeFries, J. C., Fulker, D. W. & Plomin, R. (1995b). Covariation among measures of cognitive ability and academic achievement in the Colorado Adoption Project: Sibling data. Personality and Individual Differences, 18, 63-73.
29. Wechsler, D. (1974). Examiner's manual: Wechsler intelligence scale for children-revised. New York: The Psychological Corporation.
30. Wechsler, D. (1981). Examiner's manual: Wechsler adult intelligence scale-revised. New York: The Psychological Corporation.
31. Wiese, M. J., Lamb, C. & Piersel, W. C. (1988). WISC-R factor scores and student self-ratings of behavior as predictors of academic achievement. Psychology in the Schools. 25, 35-41.