Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study

Callie W. Little, Sara A. Hart, Jamie M. Quinn, Elliot M. Tucker-Drob, Jeanette Taylor, Christopher Schatschneider
2016 Child Development  
The present study explores the co-development of two related but separate reading skills, reading fluency and reading comprehension, across grades 1-4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping genetic and environmental factors. Growth in both skills was influenced by highly overlapping shared environmental factors. Crosslagged parameters
more » ... dicated bidirectional effects, with stronger effects from fluency to comprehension change than from comprehension to fluency change.
doi:10.1111/cdev.12670 pmid:27859016 pmcid:PMC5423830 fatcat:zqn6oi723zcw7bujaj4xqlqg2q