Hostname: page-component-586b7cd67f-t8hqh Total loading time: 0 Render date: 2024-11-24T04:36:19.524Z Has data issue: false hasContentIssue false
  • English
  • Français

Confirmatory Factor Analysis of Reading and Mathematics Performance: A Twin Study

Published online by Cambridge University Press:  01 August 2014

J.J. Gillis ,
J.C. DeFries  and
D.W. Fulker
J.J. Gillis
Affiliation:
Institute for Behavioral Genetics, University of Colorado, Boulder, Colorado, USA
J.C. DeFries*
Affiliation:
Institute for Behavioral Genetics, University of Colorado, Boulder, Colorado, USA
D.W. Fulker
Affiliation:
Institute for Behavioral Genetics, University of Colorado, Boulder, Colorado, USA
*
Institute for Behavioral Genetics, Campus Box 447, University of Colorado, Boulder, CO 80309

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Reading and mathematics performance data from a sample of 264 reading-disabled twin pairs and 182 matched control twin pairs were subjected to multivariate behavior genetic analysis. The factor structure of reading and math performance measures was found to be highly similar for both groups. Consistent with previous findings obtained using alternative methods, a significant heritable component to individual differences in reading performance was found both within the reading-disabled (h2 = 0.78) and control (h2 = 0.74) twin samples. In addition, a substantial genetic influence on mathematics performance was found (h2 = 0.51 and 0.60 in the reading-disabled and control samples, respectively), although shared environmental influences common to both members of a twin pair also contribute significantly to the variance in math scores of both groups (c2 = 0.44 and 0.37). Moreover, genetic influences accounted for 98% of the observed correlation between reading and math performance within the sample of reading-disabled twin pairs, and for 55% of the observed correlation in the control sample. Thus, individual differences in both reading and mathematics perfomance are highly heritable and appear to be caused by many of the same genetic influences.

Keywords

Confirmatory factor analysisGenetic correlationHeritabilityMath performanceReading disabilityTwins
Type
Research Article
Information
Acta geneticae medicae et gemellologiae: twin research , Volume 41 , Issue 4 , October 1992 , pp. 287 - 300
Copyright
Copyright © The International Society for Twin Studies 1992

References

REFERENCES

1. Bryant, P, Bradley, L (1985): Children's reading problems. Oxford, England: Basil Blackwell.Google Scholar
2. Culyer, RC (1988): Reading and mathematics go hand in hand. Reading Improvement 25:189–195.Google Scholar
3. DeFries, JC (1985): Colorado reading project, In Bray, DB, Kavanagh, JF (eds): Biobehavioral measures of dyslexia. Parkton, MD: York Press, pp 107–122.Google Scholar
4. DeFries, JC, Fulker, DW (1985): Multiple regression analysis of twin data. Behavior Genetics 15:467–473.Google Scholar
5. DeFries, JC, Fulker, DW, LaBuda, MC (1987): Evidence for a genetic aetiology in reading disability of twins. Nature 329:537–539.CrossRefGoogle ScholarPubMed
6. DeFries, JC, Fulker, DW (1988): Multiple regression analysis of twin data: Etiology of deviant scores versus individual differences. Acta Genet Med Gemellol 37:205–216.Google Scholar
7. DeFries, JC, Gillis, JJ (1991): Etiology of reading deficits in learning disabilities: Quantitative genetic analysis. In Obrzut, JE, Hynd, GW (eds): Neuropsychological foundations of learning disabilities: A handbook of issues, methods, and practice. Orlando, FL: Academic Press, pp 29–47.Google Scholar
8. DeFries, JC, Olson, RK, Pennington, BF, Smith, SD (1991a): Colorado reading project: An update. In Gray, DB, Duane, D (eds): The Reading Brain: The Biological Basis of Dyslexia. Parkton, MD: York Press, pp 53–87.Google Scholar
9. DeFries, JC, Olson, RK, Pennington, BF, Smith, SD (1991b): Colorado reading project: Past, present, and future. Learning Disabilities 2:37–46.Google Scholar
10. DeFries, JC, Gillis, JJ (in press): Genetics of reading disability. In Plomin, R, McClearn, GE (eds): Nature, Nurture, and Psychology. Washington, D.C.: American Psychological Association.Google Scholar
11. Dunn, LM, Markwardt, FC, (1970): Examiner's manual: Peabody Individual Achievement Test. Circle Pines, MN: American Guidance Service.Google Scholar
12. Joreskog, KG, Sorbom, D (1989): LISREL 7: A Guide to the Program and Applications. (2nd Ed.) Chicago, IL:SPSS Inc.Google Scholar
13. Kameenui, EJ, Griffin, CC (1989): The national crisis in verbal problem solving in mathematics: A proposal for examining the role of basal mathematics programs. The Elementary School Journal 89:575–593.Google Scholar
14. Keller, CE, Sutton, JP (1991): Specific mathematics disorders. In Obrzut, JE, Hynd, GW (eds): Neuropsychological Foundations of Learning Disabilities: A handbook of issues, methods, and practice. Orlando, FL: Academic Press, pp 549–571.Google Scholar
15. LaBuda, MC, DeFries, JC, Fulker, DW (1986): Multiple regression analysis of twin data obtained from selected samples. Genetic Epidemiology 3:425–433.CrossRefGoogle ScholarPubMed
16. Lansdown, R (1978): Retardation in mathematics: A consideration of multi-factorial determination. J Child Psychol Psychiatry 19:181–185.Google Scholar
17. Lerner, JW (1989): Educational interventions in learning disabilities. J Amer Acad Child Adol Psychiatry 28:326–331.Google Scholar
18. Marsh, HW, Balla, JR, McDonald, RP (1988): Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample sizes. Psychol Bull 103:391–410.Google Scholar
19. McLeod, TM, Crump, WD (1978): The relationship of visuospatial skills and verbal ability to learning disabilities in mathematics. J Learn Disabil 11:237–241.Google Scholar
20. Muth, KD (1984): Solving arithmetic word problems: Role of reading and computational skills. J Educ Psychol 76:205–210.Google Scholar
21. National Center for Education Statistics (1991): The State of Mathematics Achievement: Executive Summary Educational Testing Service, p. 14.Google Scholar
22. Newman, RS, Stevenson, HW (1989): Children's achievement and causal attributions in mathematics and reading. J Exp Educ 58:197–212.Google Scholar
23. Nichols, RC, Bilbro, WC (1966): The diagnosis of twin zygosity. Acta Genet Stat Med 16:265–275.Google Scholar
24. Rourke, BP, Strang, JD (1983): Subtypes of reading and arithmetic disabilities: A neuropsychological analysis. In Rutter, M (ed): Developmental Neuropsychiatry. New York: Guilford Press, pp 473–488.Google Scholar
25. Share, DL, Moffitt, TE, Silva, PA (1988): Factors associated with arithmetic-and-reading disability and specific arithmetic disability. J Learn Disabil 21:313–320.CrossRefGoogle ScholarPubMed
26. Stevenson, HW, Parker, T, Wilkinson, A, Hegion, A, Fish, E (1976): Longitudinal study of individual differences in cognitive development and scholastic achievement. J Educ Psychol 68:377–400.Google Scholar
27. Strang, JD, Rourke, BP (1985): Arithmetic disability subtypes: The neuropsychological significance of specific arithmetical impairment in childhood. In Rourke, BP (ed): Neuropsychology of learning disabilities; Essentials of subtype analysis. New York: Guilford Press, pp 167–184.Google Scholar
28. Thompson, LA, Detterman, DK, Plomin, R (1991): Associations between cognitive abilities and scholastic achievement: Genetic overlap but environmental differences. Psychological Science 2:158–165.Google Scholar
29. Thurstone, TG (1962): Examiner's Manual: Primary Mental Abilities. Chicago, IL: Science Research Associates, Inc.Google Scholar
30. Wechsler, D (1974): Examiner's Manual: Wechsler Intelligence Scale for Children – Revised. New York: The Psychological Corporation.Google Scholar
31. Wechsler, D (1981): Examiner's Manual: Wechsler Adult Intelligence Scale — Revised. New York. The Psychological Corporation.Google Scholar