Genetic and environmental influences on word recognition and spelling deficits as a function of age.
Previous twin studies have suggested a possible developmental dissociation between genetic influences on word recognition and spelling deficits, wherein genetic influence declined across age for word recognition, and increased for spelling recognition. The present study included two measures of word recognition (timed, untimed) and two measures of spelling (recognition, production) in younger and older twins. The heritability estimates for the two word recognition measures were .65 (timed) and .64 (untimed) in the younger group and .65 and .58 respectively in the older group. For spelling, the corresponding estimates were .57 (recognition) and .51 (production) in the younger group and .65 and .67 in the older group. Although these age group differences were not significant, the pattern of decline in heritability across age for reading and increase for spelling conformed to that predicted by the developmental dissociation hypothesis. However, the tests for an interaction between genetic influences on word recognition and spelling deficits as a function of age were not significant.
Friend
Angela
A
Department of Psychology, 345 UCB, University of Colorado at Boulder, Boulder, CO 80309, USA. angela.friend@colorado.edu
DeFries
John C
JC
Wadsworth
Sally J
SJ
Olson
Richard K
RK
D000124:Achievement; D000293:Adolescent; D002648:Child; D002657:Child Development; D004777:Environment; D005260:Female; D005826:Genetics, Medical; D006801:Humans; D007802:Language; D007859:Learning Disabilities / Q000235:genetics*; D008297:Male; D008957:Models, Genetic; D011932:Reading; D021641:Recognition, Psychology; D014706:Verbal Learning