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Nature, Nurture, and the Transition to Early
                        Adolescence$
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Stephen A. Petrill, Robert Plomin, John C. DeFries, and John K. Hewitt

Print publication date: 2003

Print ISBN-13: 9780195157475

Published to Oxford Scholarship Online: March 2012

DOI: 10.1093/acprof:oso/9780195157475.001.0001

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Etiology of the Stability of Reading Performance from 7 to 12 Years of Age and Its Possible Mediation by IQ

Etiology of the Stability of Reading Performance from 7 to 12 Years of Age and Its Possible Mediation by IQ

Chapter:
(p.49) 4 Etiology of the Stability of Reading Performance from 7 to 12 Years of Age and Its Possible Mediation by IQ
Source:
Nature, Nurture, and the Transition to Early Adolescence
Author(s):

Sally J. Wadsworth

John C. Defries

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195157475.003.0004

In addition to common genetic factors on reading ability at different ages, other variables may mediate the stability of individual differences in reading performance over time. For example, measures of reading performance are correlated with measures of general cognitive ability both phenotypically and genetically. Further, results of studies focusing on the etiology of stability of general and specific cognitive abilities provide evidence for substantial and significant genetic stability from age to age. This chapter presents the results of a study that assessed the etiology of stability of individual differences in reading performance from age seven to age twelve, and its possible mediation by intelligence quotient (IQ), in a sample of related and unrelated sibling pairs tested in the Colorado Adoption Project. This chapter hypothesizes that the stability of reading performance may be mediated both phenotypically and genetically, at least in part, by IQ.

Keywords:   Colorado Adoption Project, reading ability, etiology, stability, cognitive ability, intelligence quotient

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