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Self-reported reading problems in parents of twins with reading difficulties

Published online by Cambridge University Press:  21 February 2012

Chayna J Davis*
Affiliation:
Institute for Behavioral Genetics, University of Colorado, Boulder, CO, USA. davisc@colorado.edu
Valerie S Knopik
Affiliation:
Institute for Behavioral Genetics, University of Colorado, Boulder, CO, USA.
Sally J Wadsworth
Affiliation:
Institute for Behavioral Genetics, University of Colorado, Boulder, CO, USA.
John C DeFries
Affiliation:
Institute for Behavioral Genetics, University of Colorado, Boulder, CO, USA.
*
*Correspondence: Chayna J Davis, Institute for Behavioral Genetics, University of Colorado, Boulder, CO 80309-0447, USA. Tel: + 1 303 492 2817; Fax: + 1 303 492 8063

Abstract

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Parents of 323 twin pairs with reading disability (RD) reported significantly more problems learning to read (16% of mothers and 33% of fathers) than parents of 309 twin pairs without reading difficulties (6% of mothers and 9% of fathers). These rates of self-reported reading problems in parents of twins are highly similar to those previously obtained in parents of non-twin children with RD and controls, suggesting that the etiology of reading deficits in twin and non-twin children may also be highly similar. Moreover, within both the RD and control samples, twins whose parents self-reported a positive history of reading problems had lower reading performance test scores, on average, than those whose parents reported no reading problems. Therefore, results of the present twin study support those of previous studies with non-twin children in which parental self-reports have been found to provide a valid index of family history status for reading difficulties. Twin Research (2000) 3, 88–91.

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Copyright © Cambridge University Press 2000
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