SwePub - search: WFRF:(McGowan Dipti)

Enumeration	Reference	Cover	Find
1.	McGowan, Dipti, et al. (author) Differential Influences of Genes and Environment Across the Distribution of Reading Ability 2019 In: Behavior Genetics. - : SPRINGER. - 0001-8244 .- 1573-3297. ; 49:5, s. 425-431 Journal article (peer-reviewed)abstract We partitioned early childhood reading into genetic and environmental sources of variance and examined the full distribution of ability levels from low through normal to high as computed by quantile regression. The full sample comprised twin pairs measured at preschool (n = 977), kindergarten (n = 1028), grade 1 (n = 999), and grade 2 (n = 1000). Quantile regression analyses of the full distribution of literacy ability showed genetic influence in all grades from preschool to grade 2. At preschool, the low end of the distribution had higher genetic influence than the high end of the distribution and the shared environment influence was the opposite. These shared environment influences of preschool became insignificant with formal schooling. This suggests that higher scores in pre-literacy skills (preschool) are more influenced by shared environment factors, though these are short-lived. This study discusses the factors that may be influencing the results.

McGowan, Dipti, et al. (author)
Differential Influences of Genes and Environment Across the Distribution of Reading Ability
2019
In: Behavior Genetics. - : SPRINGER. - 0001-8244 .- 1573-3297. ; 49:5, s. 425-431
Journal article (peer-reviewed)abstract
- We partitioned early childhood reading into genetic and environmental sources of variance and examined the full distribution of ability levels from low through normal to high as computed by quantile regression. The full sample comprised twin pairs measured at preschool (n = 977), kindergarten (n = 1028), grade 1 (n = 999), and grade 2 (n = 1000). Quantile regression analyses of the full distribution of literacy ability showed genetic influence in all grades from preschool to grade 2. At preschool, the low end of the distribution had higher genetic influence than the high end of the distribution and the shared environment influence was the opposite. These shared environment influences of preschool became insignificant with formal schooling. This suggests that higher scores in pre-literacy skills (preschool) are more influenced by shared environment factors, though these are short-lived. This study discusses the factors that may be influencing the results.

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