Cross-Study Differences in the Etiology of Reading Comprehension: a Meta-Analytical Review of Twin Studies

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• 作者：Callie W. Little ; Rasheda Haughbrook ; Sara A. Hart
• 关键词：Meta analysis ; Reading comprehension ; Heritability ; Genetics of reading ; Etiology of reading
• 刊名：Behavior Genetics
• 出版年：2017
• 出版时间：January 2017
• 年：2017
• 卷：47
• 期：1
• 页码：52-76
• 全文大小：
• 刊物类别：Biomedical and Life Sciences
• 刊物主题：Clinical Psychology; Health Psychology; Public Health;
• 出版者：Springer US
• ISSN：1573-3297
• 卷排序：47

文摘

Numerous twin studies have examined the genetic and environmental etiology of reading comprehension, though it is likely that etiological estimates are influenced by unidentified sample conditions (e.g. Tucker-Drob and Bates, Psychol Sci:0956797615612727, 2015). The purpose of this meta-analysis was to average the etiological influences of reading comprehension and to explore the potential moderators influencing these estimates. Results revealed an average heritability estimate of h2 = 0.59, with significant variation in estimates across studies, suggesting potential moderation. Moderation results indicated publication year, grade level, project, zygosity methods, and response type moderated heritability estimates. The average shared environmental estimate was c2 = 0.16, with publication year, grade and zygosity methods acting as significant moderators. These findings support the role of genetics on reading comprehension, and a small significant role of shared environmental influences. The results suggest that our interpretation of how genes and environments influence reading comprehension should reflect aspects of study and sample.