A factorial analysis of timed and untimed measures of mathematics and reading abilities in school aged twins

Learning and Individual Differences

Volumn 20, Issue 2, 2010, Pages 63-69

  Hart, Sara A ^a   Petrill, Stephen A ^a   Thompson, Lee A ^b  

^a OHIO STATE UNIVERSITY   (United States)

^b CASE WESTERN RESERVE UNIVERSITY   (United States)

Author keywords

Fluency; Genetics; Mathematics; Reading; Twins

Indexed keywords

EID: 75849139572     PISSN: 10416080     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.lindif.2009.10.004     Document Type: Article

References (29)

1. Akaike H. Factor analysis and AIC. Psychometrika 52 3 (1987) 317-332
2. Chall J.S. Stages of reading development (1983), McGraw-Hill, New York
3. Fodor J.A. The modularity of mind (1983), MIT press, Cambridge, MA
4. Fuchs L.S., and Fuchs D. Mathematical problem-solving profiles of students with mathematical disabilities with and without comorbid reading disabilities. Journal of Learning Disabilities 38 (2002) 308-312
5. Fuchs L.S., Fuchs D., Hosp M.K., and Jenkins J.R. Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading 5 3 (2001) 239-256
6. Geary D.C., Hamson C.O., and Hoard M.K. Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability. Journal of Experimental Child Psychology 77 3 (2000) 236-263
7. Gersten R., Jordan N.C., and Flojo J.R. Early Identification and Interventions for Students With Mathematics Difficulties. Journal of Learning Disabilities 38 4 (2005) 293-304
8. In: Good R.H., and Kaminski R.A. (Eds). Dynamic indicators of basic early literacy skills. 6th ed. (2002), Institute for the Development of Educational Achievement, Eugene, OR
9. Harlaar N., Spinath F.M., Dale P.S., and Plomin R. Genetic influences on early word recognition abilities and disabilities: A study of 7-year-old twins. Journal of Child Psychology and Psychiatry 46 4 (2005) 373-384
10. Hart S.A., Petrill S.A., Thompson L.A., and Plomin R. The ABCs of math: A genetic analysis of mathematics and its links with reading ability and general cognitive ability. Journal of Educational Psychology 101 2 (2009) 388-402
11. Hoover W.A., and Gough P.B. The simple view of reading. Reading and Writing 2 2 (1990) 127-160
12. Hu L.T., and Bentler P.M. Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods 3 4 (1998) 424-453
13. Jordan N.C. Do words count? Connections between mathematics and reading difficulties. In: Berch D.B., and Mazzocco M.M.M. (Eds). Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities (2007) 107-120
14. Kovas Y., Harlaar N., Petrill S.A., and Plomin R. 'Generalist genes' and mathematics in 7-year-old twins. Intelligence 33 5 (2005) 473-489
15. Markwardt F.C. Peabody Individual Achievement Test-Revised (1997), Pearson Assessments, Bloomington, MN
16. Marsh H.W., Balla J.R., and Hau K.T. An evaluation of incremental fit indices: A clarification of mathematical and empirical properties. Advanced structural equation modeling: Issues and techniques (1996) 315-353
17. Neale M.C., and Cardon L.R. Methodology for genetic studies of twins and families (1992), Kluwer Academic Publishers, Dordrecht, The Netherlands
18. Neale, M. C., Boker, S. M., Xie, G., & Maes, H. H. (2006). Mx: Statistical modeling (Version 7th Edition): VCU Box 900126, Richmond, VA 23298: Department of Psychiatry.
19. Petrill S.A., Deater-Deckard K., Thompson L.A., DeThorne L.S., and Schatschneider C. Reading skills in early readers: Genetic and shared environmental influences. Journal of Learning Disabilities 39 1 (2006) 48-55
20. Petrill S.A., and Hart S.A. Generalist Genes and the Relationship among Measures of Mathematics Performance: Evidence from the Western Reserve Reading and Math Projects. Manuscript in preparation (2009)
21. Petrill S.A., and Plomin R. Quantitative genetics and mathematical abilities/disabilities. In: Berch D.B., and Mazzocco M.M.M. (Eds). Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities (2007) 307-322
22. Plomin R., and Kovas Y. Generalist genes and learning disabilities. Psychological Bulletin 131 4 (2005) 592-617
23. Plomin R., DeFries J.C., McClearn G.E., and McGuffin P. Behavioral genetics. 5th Ed. (2008), W. H. Freeman, New York
24. Raftery A.E. Bayesian Model Selection in Social Research. Sociological Methodology 25 (1995) 111-164
25. Thompson L.A., Detterman D.K., and Plomin R. Associations between cognitive abilities and scholastic achievement: Genetic overlap but environmental differences. Psychological Science 2 3 (1991) 158-165
26. Torgesen J.K., Wagner R.K., and Rashotte C.A. Test of word reading efficiency (1999), Pro-Ed, Austin, TX
27. Wolf M., and Bowers P.G. The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology 91 3 (1999) 124
28. Woodcock R.W. Woodcock reading mastery tests-Revised (1987), American Guidance Service, Circle Pines, MN
29. Woodcock R.W., McGraw K.S., and Mather N. Tests of Achievement (Woodcock-Johnson III) (2001), Riverside Publishing, Itasca, IL