title: Examining the genetic and environmental associations among spelling, reading fluency, reading comprehension and a high stakes reading test in a combined sample of third and fourth grade students.
abstract: The present study is an examination of the genetic and environmental effects on the associations among reading fluency, spelling and earlier reading comprehension on a later reading comprehension outcome (FCAT) in a combined sample of 3rdand 4thgrade students using data from the 2011-2012 school year of the Florida Twin project on Reading (Taylor et al., 2013). A genetically sensitive model was applied to the data with results indicating a common genetic component among all four measures, along with shared and non-shared environmental influences common between reading fluency, spelling and FCAT.
authors.affiliation: Department of Psychology 1107 W. Call Street, Florida State University, Tallahassee, FL, 32306, USA.
authors.forename: Callie W
authors.initials: CW
authors.lastname: Little
authors.affiliation: Department of Psychology 1107 W. Call Street, Florida State University, Tallahassee, FL, 32306, USA; Florida Center for Reading Research 2010 Levy Avenue, Florida State University, Tallahassee, FL, 32310, USA.
authors.forename: Sara A
authors.initials: SA
authors.lastname: Hart