ArticleJournal of communication disorders
Overlapping genetic and child-specific nonshared environmental influences on listening comprehension, reading motivation, and reading comprehension.
Article in Journal of communication disorders. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling.Frontiers in psychology · 2024Article
- Reading self-perceived ability, enjoyment and achievement: A genetically informative study of their reciprocal links over time.Developmental psychology · 2017Article
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Authors and funding
2 authors.
Funding
Abstract
This study investigated the genetic and environmental influences on observed associations between listening comprehension, reading motivation, and reading comprehension. Univariate and multivariate quantitative genetic models were conducted in a sample of 284 pairs of twins at a mean age of 9.81 years. Genetic and nonshared environmental factors accounted for statistically significant variance in listening and reading comprehension, and nonshared environmental factors accounted for variance in reading motivation. Furthermore, listening comprehension demonstrated unique genetic and nonshared environmental influences but also had overlapping genetic influences with reading comprehension. Reading motivation and reading comprehension each had unique and overlapping nonshared environmental contributions. Therefore, listening comprehension appears to be related to reading primarily due to genetic factors whereas motivation appears to affect reading via child-specific, nonshared environmental effects.
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Registered trials
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