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Cross-Study Differences in the Etiology of Reading Comprehension

Title: Cross-Study Differences in the Etiology of Reading Comprehension: a Meta-Analytical Review of Twin Studies.
Name(s): Little, Callie W, author
Haughbrook, Rasheda, author
Hart, Sara A, author
Type of Resource: text
Genre: Journal Article
Date Issued: 2017-01-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: 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 h = 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 c = 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.
Identifier: FSU_pmch_27630039 (IID), 10.1007/s10519-016-9810-6 (DOI), PMC5225138 (PMCID), 27630039 (RID), 27630039 (EID), 10.1007/s10519-016-9810-6 (PII)
Keywords: Etiology of reading, Genetics of reading, Heritability, Meta analysis, Reading comprehension
Grant Number: P50 HD052120
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at
Subject(s): Comprehension
Inheritance Patterns/genetics
Social Environment
Persistent Link to This Record:
Host Institution: FSU
Is Part Of: Behavior genetics.
Issue: iss. 1, vol. 47

Choose the citation style.
Little, C. W., Haughbrook, R., & Hart, S. A. (2017). Cross-Study Differences in the Etiology of Reading Comprehension: a Meta-Analytical Review of Twin Studies. Behavior Genetics. Retrieved from