title: Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study.
abstract: This study explores the co-development of two related but separate reading skills, reading fluency and reading comprehension, across Grades 1-4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1,784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping genetic and environmental factors. Growth in both skills was influenced by highly overlapping shared environmental factors. Cross-lagged parameters indicated bidirectional effects, with stronger effects from fluency to comprehension change than from comprehension to fluency change.
authors.affiliation: Florida State University.
authors.forename: Callie W
authors.initials: CW
authors.lastname: Little
authors.affiliation: Florida State University.
authors.forename: Sara A
authors.initials: SA
authors.lastname: Hart
authors.affiliation: University of Texas at Austin.
authors.forename: Jamie M
authors.identifier: 0000-0001-8159-4565
authors.initials: JM
authors.lastname: Quinn
authors.affiliation: University of Texas at Austin.
authors.forename: Elliot M
authors.initials: EM
authors.lastname: Tucker-Drob
authors.affiliation: Florida State University.
authors.forename: Jeanette
authors.initials: J
authors.lastname: Taylor
authors.affiliation: Florida State University.
authors.forename: Christopher
authors.identifier: 0000-0002-1700-7685
authors.initials: C
authors.lastname: Schatschneider
mesh_terms: D002648:Child; D002657:Child Development / Q000502:physiology*; D015331:Cohort Studies; D032882:Comprehension / Q000502:physiology*; D005260:Female; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D011932:Reading