Where you live matters: visualizing environmental effects on reading attainment.

Background: The way in which socioeconomic status (SES) moderates the etiology of reading attainment has been explored many times, with past work often finding that genetic influences are suppressed under conditions of socioeconomic deprivation and more fully realized under conditions of socioeconomic advantage: a gene-SES interaction. Additionally, past work has pointed toward the presence of gene-location interactions, with the relative influence of genes and environment varying across geographic regions of the same country/state.

Method: This study investigates the extent to which SES and geographical location interact to moderate the genetic and environmental components of reading attainment.

Universal screening in kindergarten: Validity and classification accuracy of Istation's Indicators of Progress-Early Reading.

Universal screening in reading is a common, and often required, practice in early elementary school. Computer-adaptive screening tools, such as (ISIP-ER), are often chosen for this purpose in schools. In our present study, we examine the validity evidence between the ISIP-ER in kindergarten and third grade (STAAR) reading scores, the classification accuracy of ISIP-ER to predict which students will meet STAAR reading expectations, and a cut score to maximize classification accuracy for the local context.

Exploring the Machine Learning Paradigm in Determining Risk for Reading Disability.

Purpose: Researchers have developed a constellation model of decoding-related reading disabilities (RD) to improve the RD risk determination. The model's hallmark is its inclusion of various RD indicators to determine RD risk. Classification methods such as logistic regression (LR) might be one way to determine RD risk within the constellation model framework.

Insights into Dyslexia Genetics Research from the Last Two Decades.

Dyslexia, a specific reading disability, is a common (up to 10% of children) and highly heritable (~70%) neurodevelopmental disorder. Behavioral and molecular genetic approaches are aimed towards dissecting its significant genetic component. In the proposed review, we will summarize advances in twin and molecular genetic research from the past 20 years.

Reading intervention and neuroplasticity: A systematic review and meta-analysis of brain changes associated with reading intervention.

Behavioral research supports the efficacy of intervention for reading disability, but the brain mechanisms underlying improvement in reading are not well understood. Here, we review 39 neuroimaging studies of reading intervention to characterize links between reading improvement and changes in the brain. We report evidence of changes in activation, connectivity, and structure within the reading network, and right hemisphere, frontal and sub-cortical regions.

No Evidence of Creative Benefit Accompanying Dyslexia: A Meta-Analysis.

Research on the question of creative benefit accompanying dyslexia has produced conflicting findings. In this meta-analysis, we determined summary effects of mean and variance differences in creativity between groups with and without dyslexia. Twenty studies were included ( = 770 individuals with dyslexia, = 1,671 controls).

Developmental dynamics between reading and math in elementary school.

Reading and math attainment develop during elementary grades. Questions remain, though, about the co-developmental nature of the relation between reading and math. This study examined dynamic, longitudinal pathways between reading and math in first through fourth grades.

A Meta-Analytical Review of the Genetic and Environmental Correlations between Reading and Attention-Deficit Hyperactivity Disorder Symptoms and Reading and Math.

According to the Multiple Deficit Model, comorbidity results when the genetic and environmental risk factors that increase the liability for a disorder are domain-general. In order to explore the role of domain-general etiological risk factors in the co-occurrence of learning-related difficulties, the current meta-analysis compiled 38 studies of third through ninth-grade children to estimate the average genetic, shared environmental, and nonshared environmental correlations between reading and attention-deficit/hyperactivity disorder (ADHD) symptoms, and reading and math, as well as their potential moderators. Results revealed average genetic, shared and nonshared environmental correlations between reading and ADHD symptoms of .

Unraveling the Relation Between Reading Comprehension and Print Exposure.

The purpose of this study was to test the directionality of influence between reading comprehension (RC) and print exposure (PE), thereby estimating genetic and environmental effects of this relation. The sample consisted of 910 twins in fourth through ninth grades (M  = 12.33 years, SD = 1.

Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills.

The Cholesky decomposition method is the gold standard used in the field of behavioral genetics. The method is popular because it is easy to program and solve. Using this method, researchers can explore individual differences in longitudinal relations of different variables across multiple time points.

Early classroom reading gains moderate shared environmental influences on reading comprehension in adolescence.

Background: Reading is important for children's success in school and beyond, yet many adolescents fail to reach expected levels of proficiency. This highlights the need to better understand the factors that influence reading effectiveness over time, including genes and environment. Greater expression of genetic influence on first- and second-grade reading fluency has been observed in higher quality classroom reading environments.

Genetic and Environmental Influences on Achievement Outcomes Based on Family History of Learning Disabilities Status.

A risk to develop a learning disability has been shown to run in families. Having a positive family history of learning disability seems to account for mean differences in achievement outcomes (reading, math) in that children with a positive family history score significantly lower compared to their peers with no such family history. However, the role of family history status in explaining etiological (genetic and environmental) differences among these subgroups of children has yet to be established.

Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model.

A fairly recent definition of reading disability (RD) is that in the form of a hybrid model. The model views RD as a latent construct that is manifested through various observable unexpected impairments in reading related skills and through inadequate response to intervention. The current report evaluated this new conceptualization of RD from an etiological perspective.

The Effects of Genetic and Environmental Factors on Writing Development.

Researchers have identified sources of individual differences in writing across beginning and developing writers. The aim of the present study was to further clarify the sources of this variability by investigating the extent to which there are differences in genetic and environmental factors underlying the associations between lexical diversity, syntactic knowledge, and semantic cohesion knowledge in relation to writing. Differences were examined across two developmental phases of writing: beginning (i.

Longitudinal Associations Among Reading-Related Skills and Reading Comprehension: A Twin Study.

This study investigated the etiology of longitudinal relations among kindergarten prereading skills, first-grade word level reading skills, and seventh-grade reading comprehension in 265 monozygotic and 459 dizygotic twin pairs (M  = 6.29 years in kindergarten) from the Florida Twin Project on Reading. Using a quadvariate Cholesky decomposition, results showed genetic, shared, and nonshared environmental overlap among prereading skills, word level reading skills, and reading comprehension.