Associations Between Reading Achievement and Independent Reading in Early Elementary School: A Genetically Informative Cross-Lagged Study

Child Development

Volumn 82, Issue 6, 2011, Pages 2123-2137

  Harlaar, Nicole ^a   Deater Deckard, Kirby ^b   Thompson, Lee A ^c   Dethorne, Laura S ^d   Petrill, Stephen A ^e  

^a UNIVERSITY OF COLORADO   (United States)

^b VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY   (United States)

^c CASE WESTERN RESERVE UNIVERSITY   (United States)

^d UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

^e OHIO STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; ARTICLE; CHILD; DIZYGOTIC TWINS; DYSLEXIA; FEMALE; GENETICS; HUMAN; MALE; MONOZYGOTIC TWINS; MOTIVATION; PHENOTYPE; PSYCHOLOGICAL ASPECT; READING; SOCIAL ENVIRONMENT; STATISTICS; TWINS;

ACHIEVEMENT; CHILD; DISEASES IN TWINS; DYSLEXIA; FEMALE; HUMANS; MALE; MOTIVATION; PHENOTYPE; READING; SOCIAL ENVIRONMENT; STATISTICS AS TOPIC; TWINS, DIZYGOTIC; TWINS, MONOZYGOTIC;

EID: 81355133930     PISSN: 00093920     EISSN: 14678624     Source Type: Journal    
DOI: 10.1111/j.1467-8624.2011.01658.x     Document Type: Article

References (48)

1. Aarnoutse, C., & van Leeuwe, J. (1998). Relation between reading comprehension, vocabulary, reading pleasure and reading frequency. Educational Research and Evaluation, 4, 143-166. doi.
2. Acheson, D. J., Wells, J. B., & MacDonald, M. C. (2008). New and updated tests of print exposure and reading abilities in college students. Behavior Research Methods, 40, 278-289. doi.
3. Akaike, H. (1987). Factor analysis and the AIC. Psychometrika, 52, 317-332.
4. Baker, L., & Wigfield, A. (1999). Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34, 452-476. doi.
5. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
6. Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
7. Burt, S. A., McGue, M., Krueger, R. F., & Iacano, W. G. (2005). How are parent-child conflict and childhood externalizing symptoms related over time? Results from a genetically informative cross-lagged study. Development and Psychopathology, 17, 145-165. doi.
8. Byrne, B., Khlentzos, D., Olson, R. K., & Samuelsson, S. (2010). Evolutionary and genetic perspective on educational attainment. In K. Littleton, C. Wood, & J. Kleine-Staarman (Eds.), The international handbook of psychology in education (pp. 3-33). Bingley, UK: Emerald.
9. Cipielewski, J., & Stanovich, K. E. (1992). Predicting growth in reading ability from children's exposure to print. Journal of Experimental Child Psychology, 54, 74-89. doi.
10. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
11. Cunningham, A. E., & Stanovich, K. E. (1991). Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling. Journal of Educational Psychology, 83, 264-275.
12. Cunningham, A. E., & Stanovich, K. E. (1991). Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling. Journal of Educational Psychology, 83, 264-275.
13. Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and is relation to reading experience and ability ten years later. Developmental Psychology, 33, 934-945. doi.
14. Ecalle, J., & Magnam, A. (2008). Relations between print exposure and literacy skills: New evidence from Grade 1-5. British Journal of Developmental Psychology, 26, 525-544. doi.
15. Gabrieli, J. D. E. (2009). Dyslexia: A new synergy between education and cognitive neuroscience. Science, 325, 280-283. doi.
16. Guthrie, J. T., & Alvermann, D. E. (1999). Engaged reading: processes, practices, and policy implications. New York: Teachers College Press.
17. Harlaar, N., Dale, P. S., & Plomin, R. (2007). Reading exposure: A (largely) environmental risk factor with environmentally-mediated effects on reading performance in the primary school years. Journal of Child Psychology and Psychiatry, 48, 1192-1199. doi.
18. Leppänen, U., Aunola, K., & Nurmi, J.-E. (2005). Beginning readers' reading performance and reading habits. Journal of Research in Reading, 28, 383-399. doi.
19. Leppänen, U., Niemi, P., Aunola, K., & Nurmi, J.-E. (2006). Development of reading and spelling Finnish. Scientific Studies of Reading, 10, 3-30. doi.
20. Martin, N. W., Hansell, N. K., Wainwright, M. A., Shekar, S. N., Medlund, S. E., Bates, T. C., et al. (2009). Genetic covariation between the Author Recognition Test and reading and verbal abilities: What can we learn from the analysis of high performance? Behavior Genetics, 39, 417-426. doi.
21. Martin-Chang, S. L., & Gould, O. N. (2008). Revisiting print exposure: Exploring differential links to vocabulary, comprehension and reading rate. Journal of Research in Reading, 31, 273-284. doi.
22. McCoach, D. B., O'Connell, A. A., Reis, S. M., & Levitt, H. A. (2006). Growing readers: A hierarchical linear model of children's reading growth during the first 2years of school. Journal of Educational Psychology, 98, 14-28. doi.
23. Morgan, P. L., Fuchs, D., Compton, D. L., Cordray, D. S., & Fuchs, L. S. (2008). Does early reading failure decrease children's reading motivation? Journal of Learning Disabilities, 41, 387-404. doi.
24. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
25. Neale, M. C., Boker, S. M., Xi, G., & Maes, H. H. (2006). Mx: Statistical modeling (7th ed.). Richmond, VA: Department of Psychiatry.
26. Olson, R. K. (2006). Genes, environment, and dyslexia. The 2005 Norman Geschwind Memorial Lecture. Annals of Dyslexia, 56, 205-238. doi.
27. Olson, R. K., & Byrne, B. (2005). Genetic and environmental influences on reading and language ability and disabilities. In H. Catts & A. Kamhi (Eds.), The connection between language and reading disabilities (pp. 173-200). Mahwah, NJ: Erlbaum.
28. Parrila, R., Aunola, K., Leskinen, E., Nurmi, J.-E., & Kirby, J. R. (2005). Development of individual differences in reading: Results from longitudinal studies in English and Finnish. Journal of Educational Psychology, 97, 299-319. doi.
29. Pennington, B. F., McGrath, L. M., Rosenberg, J., Barnard, H., Smith, S. D., Willcutt, E. G., et al. (2009). Gene × Environment interactions in reading disability and attention-deficit/hyperactivity disorder. Developmental Psychology, 45, 77-89. doi.
30. Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. In L. Verhoeven (Ed.), Precursors of functional literacy (pp. 189-213). Philadelphia: Benjamins.
31. Petrill, S. A., Deater-Deckard, K., Thompson, L. A., DeThorne, L. S., & Schatschneider, C. (2006). Reading skills in early readers: Genetic and shared environmental influences. Journal of Learning Disabilities, 39, 48-55. doi.
32. Plomin, R., Chipuer, H. M., & Loehlin, J. C. (1990). Behavioral genetics and personality. In L. A. Pervin (Ed.), Handbook of personality: Theory and research (pp. 225-243). New York: Guildford.
33. Plomin, R., DeFries, J. C., & Loelin, J. C. (1977). Genotype-environment interaction and correlation in the analysis of human behavior. Psychological Bulletin, 84, 309-322. doi.
34. Plomin, R., DeFries, J. C., McClearn, G. E., & McGuffin, P. (2008). Behavioral genetics (5th ed.). New York: Worth.
35. Price, T. S., Freeman, B., Craig, I., Petrill, S. A., Ebersole, L., & Plomin, R. (2000). Infant zygosity can be assigned by parental report questionnaire data. Twin Research, 3, 129-133. doi.
36. Quirk, M., Schwanenflugel, P. J., & Webb, M. Y. (2009). A short-term longitudinal study of the relationship between motivation to read and reading fluency skill in second grade. Journal of Literacy Research, 41, 196-227. doi.
37. Raftery, A. E. (1995). Bayesian model selection in social research. In P. V. Marsden (Ed.), Sociological methodology (pp. 111-163). Cambridge, MA: Blackwell.
38. Reis, S. M., Eckert, R. D., McCoach, B. D., Jacobs, J. K., & Coyne, M. (2008). Using enrichment reading practices to increase reading fluency, comprehension, and attitudes. Journal of Educational Research, 101, 299-314. doi.
39. Reis, S. M., McCoach, B. D., Coyne, M., Schreiber, F. J., Eckert, R. D., & Gubbins, J. E. (2007). Using planned enrichment strategies with direct instruction to improve reading fluency, comprehension, and attitude toward reading: An evidence-based study. Elementary School Journal, 108, 3-24. doi.
40. Rietveld, M. J. H., Posthuma, D., Dolan, C. V., & Boomsma, D. I. (2003). ADHD: Sibling interaction or dominance: An evaluation of statistical power. Behavior Genetics, 33, 247-255. doi.
41. Spear-Swerling, L. (2006). Children's reading comprehension and oral reading fluency in easy text. Reading & Writing: An Interdisciplinary Journal, 19, 199-220. doi.
42. Spear-Swerling, L., Brucker, P. O., & Alfano, M. P. (2010). Relationships between sixth-graders' reading comprehension and two different measures of print exposure. Reading and Writing, 23, 73-96. doi.
43. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
44. Strommen, L. T., & Mates, B. F. (2004). Learning to love reading: Interviews with older children and teens. Journal of Adolescent and Adult Literacy, 48, 188-200. doi.
45. Taboada, A., Tonks, S. M., Wigfield, A., & Guthrie, J. T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing, 22, 85-106. doi.
46. Topping, K. J., Samuels, J., & Paul, T. (2007). Does practice make perfect? Independent reading quantity, quality and student achievement. Learning and Instruction, 17, 253-264. doi.
47. Wigfield, A., Guthrie, J. T., & McGough, K. (1996). A questionnaire measure of children's motivations for reading (Instructional Resource No. 22). Athens: Universities of Georgia and Maryland College Park.
48. Woodcock, R. W. (1987). Woodcock Reading Mastery Tests, Form G-Revised. Circle Pines, MN: American Guidance Service.