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Direct linkSelzam, Saskia; Dale, Philip S.; Wagner, Richard K.; DeFries, John C.; Cederlöf, Martin; O'Reilly, Paul F.; Krapohl, Eva; Plomin, Robert – Scientific Studies of Reading, 2017
It is now possible to create individual-specific genetic scores, called genome-wide polygenic scores (GPS). We used a GPS for years of education ("EduYears") to predict reading performance assessed at UK National Curriculum Key Stages 1 (age 7), 2 (age 12) and 3 (age 14) and on reading tests administered at ages 7 and 12 in a UK sample…
Descriptors: Genetics, Biological Sciences, Scores, Prediction
Luo, Yu L. L.; Kovas, Yulia; Haworth, Claire M. A.; Plomin, Robert – Learning and Individual Differences, 2011
The genetic and environmental origins of individual differences in mathematical self-evaluation over time and its association with later mathematics achievement were investigated in a UK sample of 2138 twin pairs at ages 9 and 12. Self-evaluation indexed how good children think they are at mathematical activities and how much they like those…
Descriptors: National Curriculum, Twins, Mathematics Achievement, Etiology
Dale, Philip S.; Harlaar, Nicole; Plomin, Robert – Language Learning, 2012
Variability in achievement across learners is a hallmark of second language (L2) learning, especially in academic-based learning. The Twins Early Development Study (TEDS), based on a large, population-representative sample in the United Kingdom, provides the first opportunity to examine individual differences in second language achievement in a…
Descriptors: National Curriculum, Twins, Structural Equation Models, Second Language Learning
Oliver, Bonamy R.; Dale, Philip S.; Plomin, Robert – Cognitive Development, 2007
A behavioral genetic analysis of general writing ability was conducted using teacher assessments based on UK National Curriculum criteria for a sample of 3296 same-sex pairs of 7-year-old twins. Writing was highly heritable within the normal range (0.66) and at the low extreme (0.70). Environmental influences were almost all non-shared, with…
Descriptors: Writing Ability, Reading Skills, National Curriculum, Genetics
Kovas, Yulia; Haworth, Claire M. A.; Petrill, Stephen A.; Plomin, Robert – Journal of Learning Disabilities, 2007
The genetic and environmental etiologies of 3 aspects of low mathematical performance (math disability) and the full range of variability (math ability) were compared for boys and girls in a sample of 5,348 children age 10 years (members of 2,674 pairs of same-sex and opposite-sex twins) from the United Kingdom (UK). The measures, which we…
Descriptors: National Curriculum, Nature Nurture Controversy, Genetics, Etiology
Harlaar, Nicole; Dale, Philip S.; Plomin, Robert – Child Development, 2007
Little is known about the underlying causes and developmental patterns of stability and change in early reading abilities. In a longitudinal study of twins (n=4,291 pairs), individual differences in reading achievement assessed by teachers using U.K. National Curriculum (NC) criteria showed substantial heritabilities at ages 7, 9, and 10 years…
Descriptors: Early Reading, Environmental Influences, Reading Ability, Reading Achievement
Harlaar, Nicole; Dale, Philip S.; Plomin, Robert – Reading and Writing: An Interdisciplinary Journal, 2006
In a companion paper, word recognition skills assessed by telephone using the Test of Word Reading Efficiency (TOWRE) were found to correlate highly with National Curriculum (NC) teacher-assessed reading ability in 7-year-old twins. This study examined the genetic and environmental origins of this high correlation. TOWRE and NC scores were both…
Descriptors: Reading Skills, Genetics, Word Recognition, Individual Differences
