Predicting individual differences in reading comprehension: a twin study

Abstract

We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension were assessed in a twin sample at age 9. Using latent factor models, we found that overlap among phonological decoding, word recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence for a genetic basis to the "Simple View" of reading. © The International Dyslexia Association 2010Correspondence to: Nicole Harlaar, nicoleharlaar@gmail.com. NIH Public Access Author ManuscriptAnn Dyslexia. Author manuscript; available in PMC 2011 December 1. Predicting individual differences in reading comprehension: a twin studyBy the end of elementary school, the primary goal of literacy learning is "reading for meaning". For example, the National Assessment of Educational Progress (US Department of Education, 2005) stipulates that a "proficient" reading level at fourth grade entails that the reader is able to demonstrate an overall understanding of text. Additionally, "when reading text appropriate to fourth grade, they should be able to extend the ideas in the text by making inferences, drawing conclusions, and making connections to their own experiences". Despite concerted efforts by teachers and parents, there are substantial individual differences in the extent to which children meet these expectations. In the present study, we used a behavioral genetic design to determine which skills contribute to individual differences in reading comprehension and how these skills are related to each other, drawing on the Simple View of reading (Gough & Tunmer, 1986;Hoover & Gough, 1990).According to the Simple View, proficient reading represents the product of two factors. One is word decoding, or the process of translating print to words. The other is listening comprehension, or understanding spoken language. Both word decoding and listening comprehension are necessary for successful reading comprehension, but neither skill is sufficient without the other. This makes intuitive sense: When word decoding skills are weak, words are likely to be misidentified and fewer cognitive resources can be devoted to the processing of meaning. Even if all the words can be correctly decoded, however, text comprehension will be compromised if the meanings of those words are largely unknown. As such, word decoding and listening com...

The genetic and environmental etiologies of the relations between cognitive skills and components of reading ability.

“…Using a variety of cognitive measures ranging from individual component processes such as processing speed (Willcutt et al, 2010) to a single “general” cognitive construct (sometimes called g ; Harlaar et al, 2010), these studies have consistently found that genetic influences are the main source of covariation between cognitive and reading-related abilities. The genetic link between cognitive abilities and reading-related abilities is also found in previous work focused on understanding which cognitive deficits are present in children with reading disabilities (RD), both with RD on its own (Alarcón & DeFries, 1997; Haworth et al, 2009) and in the presence of other disorders such as Attention Deficit Hyperactivity Disorder (ADHD; Willcutt et al, 2010).…”

Evidências de Validade de Critério da BILOv3 em Crianças Gaúchas

“…Isso sugere a possibilidade de sua utilização clínica e escolar, visando a identificação precoce de dificuldades linguísticas (Cain et al, 2001;Cutting, Materek, Cole, Levine, & Mahone, 2009;Johnson et al, 2009;Nation et al, 2010;Sawaya, 2008). É importante destacar, contudo, que o desempenho das crianças observado refere-se a esta amostra e, portanto, deve ser considerado na sua dimensão específica, bem como contextualizado às diferenças individuais entre as crianças e culturas, como preconiza Harlaar et al (2010).…”

“…Além disso, durante a leitura de texto apropriado à 4ª série, eles devem ser capazes de estender as ideias no texto para fazer inferências, tirando conclusões e fazendo conexões com as suas próprias experiências. Deve-se lembrar, no entanto, que essas considerações referem-se a um sujeito epistêmico, existindo substanciais diferenças individuais entre as crianças (Harlaar et al, 2010).…”

“…Mesmo que todas as palavras fossem decodificadas corretamente, a compreensão do texto seria comprometida se os significados dessas palavras fossem desconhecidos. Assim, a decodificação e a compreensão auditiva podem ser vistas como preditoras independentes do sucesso na compreensão da leitura (Harlaar et al, 2010). A compreensão de leitura é claramente um construto multifacetado, o qual envolve, dentre outras habilidades, a decodificação de palavras e a compreensão auditiva.…”

Η Μορφολογική Και Συντακτική Επίγνωση Ως Δείκτες Πρόβλεψης Των Αναγνωστικών Δυσκολιών Σε Παιδιά Πρώτης Σχολικής Ηλικίας

“…Συγχρόνως, όπως υποστηρίζουν και οι Harlaar, Cutting, Deater-Deckard, DeThorne, Justice, Schatschneider, Thompson & Petrill (2010) η ανάγνωση λέξεων στο μοντέλο των Gough & Tunmer (1986) επιτυγχάνεται όχι μόνο με την φωνολογική αποκωδικοποίηση, αφού σύμφωνα και με τα ερμηνευτικά μοντέλα φωναχτής ανάγνωσης λέξεων, για την ανάγνωση πολλών λέξεων απαιτείται ενεργοποίηση και άλλων δεξιοτήτων, εκτός από την γραφοφωνημική αντιστοίχιση. Συνεπώς, η ένταξη στο συστατικό αποκωδικοποίηση (Α) του ΑΜΑ και της οπτικής ανάγνωσης λέξεων θα ήταν απαραίτητη και θα βελτίωνε σημαντικά και την προβλεπτική ικανότητα του μοντέλου.…”