Please use this identifier to cite or link to this item: https://une.intersearch.com.au/unejspui/handle/1959.11/1388
Title: A behaviour-genetic analysis of orthographic learning, spelling and decoding
Contributor(s): Byrne, Brian John (author)orcid ; Coventry, William Luya (author); Olson, RK (author); Hulslander, J (author); Wadsworth, S (author); DeFries, JC (author); Corley, R (author); Willcutt, EG (author); Samuelsson, S (author)
Publication Date: 2008
DOI: 10.1111/j.1467-9817.2007.00358.x
Handle Link: https://hdl.handle.net/1959.11/1388
Abstract: As part of a longitudinal twin study of literacy and language, we conducted a behaviour-genetic analysis of orthographic learning, spelling and decoding in Grade 2 children (225 identical and 214 fraternal twin pairs) in the United States and Australia. Each variable showed significant genetic and unique environment influences. Multivariate analyses revealed very high genetic correlations among the variables, indicating that the same genes are involved in their aetiology. These genes are partly independent of those contributing to intelligence. A further analysis indicated that the covariation between decoding and orthographic learning is mediated by shared genes rather than by a direct causal path. The authors argue that a learning parameter, most directly assessed by orthographic learning in this study, underlies all three literacy variables. The results are also discussed in relation to Share's self-teaching hypothesis, which may require modification.
Publication Type: Journal Article
Source of Publication: Journal of Research in Reading, 31(1), p. 8-21
Publisher: Wiley-Blackwell Publishing Ltd
Place of Publication: United Kingdom
ISSN: 0141-0423
Field of Research (FOR): 170103 Educational Psychology
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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