Mathematics Is Differentially Related to Reading Comprehension and Word Decoding: Evidence From a Genetically Sensitive Design

TY - JOUR

T1 - Mathematics Is Differentially Related to Reading Comprehension and Word Decoding: Evidence From a Genetically Sensitive Design

AU - Harlaar, Nicole

AU - Kovas, Yulia

AU - Dale, Philip S.

AU - Petrill, Stephen A.

AU - Plomin, Robert

PY - 2012/8

Y1 - 2012/8

N2 - Although evidence suggests that individual differences in reading and mathematics skills are correlated, this relationship has typically only been studied in relation to word decoding or global measures of reading. It is unclear whether mathematics is differentially related to word decoding and reading comprehension. In the current study, the authors examined these relationships at both a phenotypic and an etiological level in a population-based cohort of 5,162 twin pairs at age 12 years. Multivariate genetic analyses of latent phenotypic factors of mathematics, word decoding, and reading comprehension revealed substantial genetic and shared environmental correlations among all three domains. However, the phenotypic and genetic correlations between mathematics and reading comprehension were significantly greater than those between mathematics and word decoding. Independent of mathematics, there was also evidence for genetic and nonshared environmental links between word decoding and reading comprehension. These findings indicate that word decoding and reading comprehension have partly distinct relationships with mathematics in the middle school years.

AB - Although evidence suggests that individual differences in reading and mathematics skills are correlated, this relationship has typically only been studied in relation to word decoding or global measures of reading. It is unclear whether mathematics is differentially related to word decoding and reading comprehension. In the current study, the authors examined these relationships at both a phenotypic and an etiological level in a population-based cohort of 5,162 twin pairs at age 12 years. Multivariate genetic analyses of latent phenotypic factors of mathematics, word decoding, and reading comprehension revealed substantial genetic and shared environmental correlations among all three domains. However, the phenotypic and genetic correlations between mathematics and reading comprehension were significantly greater than those between mathematics and word decoding. Independent of mathematics, there was also evidence for genetic and nonshared environmental links between word decoding and reading comprehension. These findings indicate that word decoding and reading comprehension have partly distinct relationships with mathematics in the middle school years.

KW - Behavioral genetics

KW - Word decoding

KW - Reading comprehension

KW - Mathematics

KW - Early adolescence

U2 - 10.1037/a0027646

DO - 10.1037/a0027646

M3 - Article

SN - 0022-0663

VL - 104

SP - 622

EP - 635

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

IS - 3

ER -