ArticleChild development2017
Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study.
Article in Child development, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
What it found
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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
10 citing papers in PubMed.
- When Development Falls out of Sync: A Developmental Timing Framework for Learning Disabilities.Brain sciences · 2026Review
- The Language of Numbers: Reading Comprehension and Applied Math Problem-Solving.Behavioral sciences (Basel, Switzerland) · 2025Article
- The Relation Between Text Reading and Reading Comprehension Varies as a Function of Developmental Phase, Orthographic Depth, and Measurement Characteristics: Evidence From a Meta-Analysis.Journal of educational psychology · 2025Article
- Reading, linguistic, and metacognitive skills: are they reciprocally related past the first school years?Reading and writing · 2022Article
- Long-term cognitive and academic outcomes among pediatric brain tumor survivors treated with proton versus photon radiotherapy.Pediatric blood & cancer · 2021Article
- Multivariate genome-wide covariance analyses of literacy, language and working memory skills reveal distinct etiologies.NPJ science of learning · 2021Article
- Differential Patterns of Growth in Reading and Math Skills during Elementary School.Journal of educational psychology · 2021Article
- Differential Co-Development of Vocabulary Knowledge and Reading Comprehension for Students with and without Learning Disabilities.Journal of educational psychology · 2020Article
- An Early Reading Assessment Battery for Multilingual Learners in Malaysia.Frontiers in psychology · 2020Article
- Genetics and the Science of Reading.The Reading League journalArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
Abstract
This 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 1,784 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. Cross-lagged parameters indicated bidirectional effects, with stronger effects from fluency to comprehension change than from comprehension to fluency change.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.