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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 [Article]

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Abstract or Description

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

Identification Number (DOI):

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

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Departments, Centres and Research Units:

Psychology

Dates:

DateEvent
2007Published

Item ID:

21263

Date Deposited:

22 Sep 2017 15:50

Last Modified:

03 Oct 2017 11:23

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/21263

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