کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
364963 | 621100 | 2011 | 8 صفحه PDF | دانلود رایگان |
Existing behavior-genetic research implicates substantial influence of heredity and modest influence of shared environment on reading achievement and reading disability. Applying DeFries–Fulker analysis to a combined sample of twins and adoptees (N = 4886, including 266 reading-disabled probands), the present study replicates prior findings of considerable heritability for both reading achievement and reading disability. A simple biometric model adequately described parent and offspring data (combined N = 9430 parents and offspring) across differing types of families present in the sample Analyses yielded a high heritability estimate (around 0.70) and a negligible shared-environmentality estimate for both reading achievement and reading disability. No evidence of gene × environment interaction was found for parental reading ability and parental educational attainment, the two moderators analyzed.
► Twin and adoption study of reading achievement and disability.
► Familial phenotypic correlations were consistent with a simple biometric model.
► Heritability estimates ~ 0.70; shared-environmentality estimates < 0.10.
► Heritability not moderated by parental education or reading achievement.
Journal: Learning and Individual Differences - Volume 21, Issue 4, August 2011, Pages 368–375