Search Results
Author: Petrill, Stephen A.
Resulting in 2 citations.
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Hart, Sara A. Petrill, Stephen A. Kamp Dush, Claire M. |
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Genetic Influences on Language, Reading, and Mathematic Skills in a National Sample: A Selected and Unselected Analysis in the NLSY Presented: Louisville, KY, Annual Meeting of the Behavior Genetics Association, June 26-28, 2008. Also: http://lshss.asha.org/cgi/reprint/41/1/118?ijkey=72bf52fdbfd68dd537ae3bf81e670a1445d9c1a8 Cohort(s): Children of the NLSY79 Publisher: Behavior Genetics Association Keyword(s): Genetics; Kinship; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Siblings Permission to reprint the abstract has not been received from the publisher. Purpose: The present study is an examination of the genetic effects in both a selected and unselected sample across multiple domains of cognitive achievement. Furthermore, this study uses a largely representative population sample of children to determine if the conclusions from twin and adoption studies can be generalized. Methods: A kinship algorithm which assigned degree of genetic relatedness to all available pairings (Rodgers et al. Intelligence 19:157–177, 1994) was applied to the 1994 wave of the National Survey of Youth Children's sample. Four cognitive achievement outcomes related to language, reading and mathematics were analyzed across the general sample, as well as for children selected below the lowest 20%tile. Results: The tests of receptive vocabulary, decoding, reading comprehension and mathematics all suggested estimates of group heritability and full sample heritability of moderate effect sizes, and all estimates were significant. Furthermore, all estimates were within standard errors of previously reported estimates from twin and adoption studies. Conclusions The present study gives support for significant genetic effects across low and wide range of specific achievement. Moreover, this study supports that genetic influences on reading, language, and mathematics are generalizable beyond twin and adoption studies. |
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Bibliography Citation
Hart, Sara A., Stephen A. Petrill and Claire M. Kamp Dush. "Genetic Influences on Language, Reading, and Mathematic Skills in a National Sample: A Selected and Unselected Analysis in the NLSY." Presented: Louisville, KY, Annual Meeting of the Behavior Genetics Association, June 26-28, 2008. |
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Hart, Sara A. Petrill, Stephen A. Kamp Dush, Claire M. |
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Genetic Influences on Language, Reading, and Mathematics Skills in a National Sample: An Analysis Using the National Longitudinal Survey of Youth Language, Speech and Hearing Services in Schools 41,1 (January 2010): 118-128. Also: http://lshss.asha.org/content/vol41/issue1/index.dtl Cohort(s): Children of the NLSY79 Publisher: American Speech-Language-Hearing Association Keyword(s): Genetics; Kinship; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Siblings Permission to reprint the abstract has not been received from the publisher. PURPOSE: The present study had two purposes: provide an illustration of use of the National Longitudinal Survey of Youth 1979 Children's (CNLSY; U.S. Department of Labor, 2009) database and use the database to seek convergent evidence regarding the magnitude and significance of genetic effects influencing low and typical performers on measures of language, reading, and mathematics. METHODS: A kinship algorithm that assigned a degree of genetic relatedness to all available pairings was applied to the 1994 wave of the CNLSY sample. Four cognitive achievement outcomes related to language, reading, and mathematics were analyzed across the general sample as well as for children selected below the lowest 20(th) percentile. RESULTS: The tests of receptive vocabulary, decoding, reading comprehension, and mathematics all suggested estimates of group heritability and full sample heritability of moderate effect sizes, and all estimates were statistically significant. Furthermore, all estimates were within confidence intervals of previously reported estimates from twin and adoption studies. CONCLUSION: The present study provides additional support for significant genetic effects across low and wide ranges of specific achievement. Moreover, this study supports that genetic influences on reading, language, and mathematics are generalizable beyond twin and adoption studies. |
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Bibliography Citation
Hart, Sara A., Stephen A. Petrill and Claire M. Kamp Dush. "Genetic Influences on Language, Reading, and Mathematics Skills in a National Sample: An Analysis Using the National Longitudinal Survey of Youth." Language, Speech and Hearing Services in Schools 41,1 (January 2010): 118-128.
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