| Title |
Longitudinal Stability and Growth in Literacy and Numeracy in Australian School Students
|
|---|---|
| Published in |
Behavior Genetics, June 2016
|
| DOI | 10.1007/s10519-016-9796-0 |
| Pubmed ID | |
| Authors |
Katrina L. Grasby, William L. Coventry |
| Abstract |
We explored the genetic and environmental influence on both stability and growth in literacy and numeracy in 1927 Australian twin pairs from Grade 3 to Grade 9. Participants were tested on reading, spelling, grammar and punctuation, writing, and numeracy. In each domain, performance across time was highly correlated and this stability in performance was primary due to genes. Key findings on growth showed that reading followed a compensatory growth pattern that was largely due to genetic effects, while variation in growth in the other literacy domains was predominantly due to environmental influences. Genes and the shared environment influenced growth in numeracy for girls, while for boys it was influenced by the shared and unique environment. These results suggest that individual differences in growth of reading are primarily due to a genetically influenced developmental delay in the acquisition of necessary skills, while environmental influences, perhaps including different schools or teachers, are more important for the other domains. |
X Demographics
The data shown below were collected from the profiles of 10 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 2 | 20% |
| Japan | 1 | 10% |
| Unknown | 7 | 70% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 9 | 90% |
| Science communicators (journalists, bloggers, editors) | 1 | 10% |
Mendeley readers
The data shown below were compiled from readership statistics for 66 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 66 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 9 | 14% |
| Researcher | 6 | 9% |
| Student > Master | 4 | 6% |
| Professor | 4 | 6% |
| Student > Bachelor | 4 | 6% |
| Other | 14 | 21% |
| Unknown | 25 | 38% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 10 | 15% |
| Social Sciences | 8 | 12% |
| Arts and Humanities | 7 | 11% |
| Mathematics | 4 | 6% |
| Unspecified | 2 | 3% |
| Other | 8 | 12% |
| Unknown | 27 | 41% |
Attention Score in Context
This research output has an Altmetric Attention Score of 46. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 28 February 2021.
All research outputs
#848,453
of 24,138,997 outputs
Outputs from Behavior Genetics
#42
of 936 outputs
Outputs of similar age
#17,149
of 358,736 outputs
Outputs of similar age from Behavior Genetics
#2
of 7 outputs
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