Writing and reading skills as assessed by teachers in 7-year olds: A behavioral genetic approach

Oliver, Bonamy R, Dale, Philip S and Plomin, Robert (2007) Writing and reading skills as assessed by teachers in 7-year olds: A behavioral genetic approach. Cognitive Development, 22 (1). pp. 77-95. ISSN 0885-2014

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Abstract

A behavioral genetic analysis of general writing ability was conducted using teacher assessments based on UK National Curriculum criteria for a sample of 3296 same-sex pairs of 7-year-old twins. Writing was highly heritable within the normal range (0.66) and at the low extreme (0.70). Environmental influences were almost all non-shared, with shared environmental estimates negligible (0.07 normal range, 0.06 low extreme). Bivariate genetic analyses of teacher assessments of writing and reading indicated that 69% of the genetic influences on writing were in common with those on reading, and that the two skills shared all of their shared environmental influences. In contrast, non-shared environmental factors are largely specific, with 86% independent of those on reading.

Item Type: Article
Schools and Departments: School of Psychology > Psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology > BF0712 Developmental psychology Including infant psychology, child psychology, adolescence, adulthood
Depositing User: Bonamy Oliver
Date Deposited: 05 Mar 2013 11:57
Last Modified: 05 Mar 2013 11:57
URI: http://sro.sussex.ac.uk/id/eprint/43877
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