Overlapping genetic and child-specific nonshared environmental influences on listening comprehension, reading motivation, and reading comprehension

Schenker, Victoria J.; Petrill, Stephen A.

doi:10.1016/j.jcomdis.2015.07.006

Cited by 7 publications

(8 citation statements)

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“…Therefore, the present findings may not generalize to the relations between other reading cognition and other dimensions of reading motivation. For example, a recent study on a sample of 10-year old U.S. twins used a composite reading motivation score that comprises several different motivation dimensions (i.e., reading self-efficacy, reading curiosity, reading for challenges, reading for recognition, and reading for grades), and found that the concurrent association between reading comprehension and the multidimensional reading motivation was mostly accounted for by nonshared environmental influences (Schenker & Petrill, 2015). …”

Section: Discussionmentioning

confidence: 99%

Reading self-perceived ability, enjoyment and achievement: A genetically informative study of their reciprocal links over time.

Malanchini¹,

Wang²,

Voronin³

et al. 2017

Developmental Psychology

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Extant literature has established a consistent association between aspects of reading motivation, such as enjoyment and self-perceived ability, and reading achievement, in that more motivated readers are generally more skilled readers. However, the developmental etiology of this relation is yet to be investigated. The present study explores the development of the motivation–achievement association and its genetic and environmental underpinnings. Applying cross-lagged design in a sample of 13,825 twins, we examined the relative contribution of genetic and environmental factors to the association between reading enjoyment and self-perceived ability and reading achievement. Children completed a reading comprehension task and self-reported their reading enjoyment and perceived ability twice in middle childhood: when they were 9–10 and 12 years old. Results showed a modest reciprocal association over time between reading motivation (enjoyment and perceived ability) and reading achievement. Reading motivation at age 9–10 statistically predicted the development of later achievement, and similarly, reading achievement at age 9–10 predicted the development of later motivation. This reciprocal association was observed beyond the stability of the variables and their contemporaneous correlation and was largely explained by genetic factors.

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Section: Discussionmentioning

confidence: 99%

Reading self-perceived ability, enjoyment and achievement: A genetically informative study of their reciprocal links over time.

Malanchini¹,

Wang²,

Voronin³

et al. 2017

Developmental Psychology

Self Cite

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“…Those scholars focused on the relationships between reading level growth rates at different developmental stages and genetic and environmental factors. Furthermore, Schenker and Petrill ( 2015 ) employed both univariate and multivariate quantitative genetic models to measure data obtained from 284 pairs of children with an average age of 9.81 years. Their study found a strong correlation between reading motivation and reading ability in the presence of non-shared environmental factors.…”

Section: Resultsmentioning

confidence: 99%

Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling

Wang,

Xu,

et al. 2024

Front. Psychol.

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IntroductionEarly reading has gained significant attention in the academic community. With the increasing volume of literature on this subject, it has become crucial to assess the current research landscape and identify emerging trends.MethodsThis study utilized the dynamic topic model to analyze a corpus of 1,638 articles obtained from the Web of Science Core Collection to furnish a lucid understanding of the prevailing research and forecast possible future directions.ResultsOur in-depth assessment discerned 11 cardinal topics, among which notable ones were interventions' impacts on early reading competencies; foundational elements of early reading: phonological awareness, letters, and, spelling; and early literacy proficiencies in children with autism spectrum disorder. Although most topics have received consistent research attention, there has been a marked increase in some topics' popularity, such as foundational elements of early reading and early literary proficiencies in children with autism spectrum disorder. Conversely, other topics exhibited a downturn.DiscussionThis analytical endeavor has yielded indispensable insights for scholars, decision-makers, and field practitioners, steering them toward pivotal research interrogatives, focal interest zones, and prospective research avenues. As per our extensive survey, this paper is a pioneering holistic purview of the seminal areas of early reading that highlights expected scholarly directions.

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“…Another study was conducted by Schenker & Petrill (2015) to examine the genetic and environmental influences on observed associations between listening comprehension, reading motivation, and reading comprehension. The findings of the study indicated that both of listening and reading comprehension appear to be primarily related due to genetic factors whereas motivation appears to affect reading via childspecific, no shared environmental effects.…”

Section: Additionally Hogan and Et Al (2014) Conducted A Research To ...mentioning

confidence: 99%

An Investigation of the Relationship between EFL University Students’ Reading and Listening Comprehension skills and their Autonomy

على¹,

الخبیری²

2021

مجلة جامعة الفیوم للعلوم التربویة والنفسیة

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This research aimed at investigating the relationship between EFL University Students' reading and listening comprehension skills and their autonomy. In this research, sixty-four ) N=64( of EFL second year Nahda University students in Beni-suef were involved. In this research, the data was collected by conducting three instruments, which prepared by the researcher. Firstly, a reading comprehension test was prepared to assess the participants' reading comprehension skills. Secondly, a listening comprehension test was prepared to assess the participants' listening comprehension skills. Thirdly, a learner ‫جملةجامعةالفيومللعلومالرتبويةوالنفسية‬ ‫عشر‬ ‫الخامس‬ ‫المجلد‬ -‫عشر‬ ‫السادس‬ ‫العدد‬ -‫د‬ ‫يسمبر‬ 2021 ‫م‬

show abstract

Overlapping genetic and child-specific nonshared environmental influences on listening comprehension, reading motivation, and reading comprehension

Cited by 7 publications

References 42 publications

Reading self-perceived ability, enjoyment and achievement: A genetically informative study of their reciprocal links over time.

Reading self-perceived ability, enjoyment and achievement: A genetically informative study of their reciprocal links over time.

Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling

An Investigation of the Relationship between EFL University Students’ Reading and Listening Comprehension skills and their Autonomy

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