The structure of language abilities at 4 years: A twin study.

Colledge, Essi; Bishop, Dorothy; Koeppen-Schomerus, Gesina; Price, Thomas S.; Happé, Francesca; Eley, Thalia C.; Dale, Philip S.; Plomin, Robert

doi:10.1037/0012-1649.38.5.749

Cited by 70 publications

(98 citation statements)

References 36 publications

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“…The common loadings of measures of articulation and phonology on a single factor suggest that these deficits co-occur, at least during early childhood. Colledge et al (2002) reported that the GFTA and a nonword repetition task were highly correlated in a cohort of 4-year-old children and shared 62% of the reliable variance. The repetition of nonsense words is commonly thought of as a task assessing working phonological memory rather than speech production skills.…”

Section: Discussionmentioning

confidence: 99%

Dimensions of early speech sound disorders: A factor analytic study

Lewis

Freebairn

Hansen

et al. 2006

Journal of Communication Disorders

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The goal of this study was to classify children with speech sound disorders (SSD) empirically, using factor analytic techniques. Participants were 3-7-year olds enrolled in speech/language therapy (N = 185). Factor analysis of an extensive battery of speech and language measures provided support for two distinct factors, representing the skill dimensions of articulation/phonology and semantic/ syntactic skills. To validate these factors, 38 of the children were followed to school age to re-evaluate speech and language skills and assess reading/spelling achievement. The validity of the two factors was supported by their differential associations with school-age reading and spelling achievement, persistence of SSD, and affection status in family members. A closer relationship of the family member to the proband and male gender predicted higher odds of a disorder. The findings suggest that articulation/phonology and language abilities are at least partially independent in children with SSD and that these constructs have distinct clinical and biological correlates. Learning outcomes: The reader will develop knowledge about subtypes of speech sound disorders, understand the relationship between early speech sound disorders and later reading and spelling difficulties, and obtain information concerning familial transmission of speech sound disorders. #

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Section: Discussionmentioning

confidence: 99%

Dimensions of early speech sound disorders: A factor analytic study

Lewis

Freebairn

Hansen

et al. 2006

Journal of Communication Disorders

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“…TEDS has also investigated some less well-studied domains in early childhood, most notably language (e.g., Colledge et al, 2002;Viding et al, 2004). In the middle childhood years, TEDS has focused on learning abilities and disabilities, finding high heritability and moderate shared environmental influence in the first studies of early reading (Harlaar, Spinath, et al, 2005) and mathematics ; we are currently investigating writing and science.…”

Section: Univariate Resultsmentioning

confidence: 99%

Twins' Early Development Study (TEDS): A Multivariate, Longitudinal Genetic Investigation of Language, Cognition and Behavior Problems from Childhood Through Adolescence

2007

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The Twins' Early Development Study (TEDS) is a large-scale longitudinal study of twins from early childhood through adolescence. Since its conception, TEDS has had as its focus the study of problematic development within the context of normal variation, mainly in the development of language, cognitive and academic abilities and behavior problems from multivariate quantitative and molecular genetic perspectives. TEDS twins have been assessed at 2, 3, 4, 7, 9, 10 and (currently) 12 years of age, and DNA collected from more than 12,000 children. Identified from birth records of twins born in the United Kingdom between 1994 and 1996, more than 15,000 pairs of twins originally enrolled in TEDS, and well over 13,000 pairs — representative of the UK population — remain involved in the study to date. Similar to many other twin and adoption studies, TEDS data indicate that both genetic and environmental influences are important in nearly all areas of behavioral development. Multivariate genetic analyses allow researchers to go beyond this basic nature–nurture question, and TEDS results suggest that, especially in the area of learning abilities and disabilities, genes are generalists and environments are specialists. That is, genes largely contribute to similarity in performance within and between learning abilities and disabilities and across age, whereas the environment contributes to differences in performance. Quantitative genetic findings such as these chart the course for molecular genetic research. The TEDS dataset is proving valuable in genome-wide association research that tries to identify some of the many genes responsible for the ubiquitous heritability of behavior.

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“…Although cognitive and language data were obtained in TEDS at 2–4 years (e.g., Colledge et al, 2002; Dale et al, 1998; Dale, Dionne, Eley, & Plomin, 2000; Dionne, Dale, Boivin, & Plomin, 2003; Hayiou-Thomas et al, 2006; Kovas et al, 2005; Price, Dale, & Plomin, 2004; Spinath, Ronald, Harlaar, Price, & Plomin, 2003; Spinath, Harlaar, Ronald, & Plomin, 2004; Viding et al, 2003; Viding et al, 2004), the focus of this monograph is on learning abilities assessed at 7, 9, and 10 years. These ages correspond to the early school years during which important changes in academic content occur, reflected in the U.K. National Curriculum (NC) by a second key stage (see Appendices A–C).…”

Section: Methodsmentioning

confidence: 99%