Associations Between Reading Achievement and Independent Reading in Early Elementary School: A Genetically Informative Cross-Lagged Study

作者：Harlaar Nicole^*; Deater Deckard Kirby; Thompson Lee A; DeThorne Laura S; Petrill Stephen A

来源：Child Development, 2011, 82(6): 2123-2137.

DOI：10.1111/j.1467-8624.2011.01658.x

This study used a cross-lagged twin design to examine reading achievement and independent reading from 10 to 11 years (n = 436 twin pairs). Reading achievement at age 10 significantly predicted independent reading at age 11. The alternative path, from independent reading at age 10 to reading achievement at age 11, was not significant. Individual differences in reading achievement and independent reading at both ages were primarily due to genetic influences. Furthermore, individual differences in independent reading at age 11 partly reflected genetic influences on reading achievement at age 10. These findings suggest that genetic influences that contribute to individual differences in childrens reading abilities also influence the extent to which children actively seek out and create opportunities to read.

• 出版日期2011-12