Laura DeThorne

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We examined the genetic and environmental contribution to the stability and instability of reading outcomes in early elementary school using a sample of 283 twin pairs drawn from the Western Reserve Reading Project. Twins were assessed across two measurement occasions. In Wave 1, children were either in kindergarten or first grade. Wave 2 assessments were(More)
The present study combined parallel data from the Northeast-Northwest Collaborative Adoption Projects (N2CAP) and the Western Reserve Reading Project (WRRP) to examine sibling similarity and quantitative genetic model estimates for measures of reading skills in 272 school-age sibling pairs from three family types (monozygotic twins, dizygotic twins, and(More)
PURPOSE This study examined (a) the extent of genetic and environmental influences on children's articulation and language difficulties and (b) the phenotypic associations between such difficulties and direct assessments of reading-related skills during early school-age years. METHOD Behavioral genetic analyses focused on parent-report data regarding the(More)
This study of 4,274 pairs of 4-year-old twins from the Twins Early Development Study explored the magnitude of genetic and environmental effects on low expressive vocabulary skill, both as a function of general cognitive ability and as a function of the severity of expressive vocabulary impairment. Assessments were conducted through parent report measures.(More)
BACKGROUND Studies have suggested genetic and environmental influences on overall level of early reading whereas the larger reading literature has shown environmental influences on the rate of growth of early reading skills. This study is the first to examine the genetic and environmental influences on both initial level of performance and rate of(More)
PURPOSE The present study examined the extent of genetic and environmental influences on individual differences in children's conversational language use. METHOD Behavioral genetic analyses focused on conversational measures and 2 standardized tests from 380 twins (M = 7.13 years) during the 2nd year of the Western Reserve Reading Project (S. A. Petrill,(More)
PURPOSE This study introduces an integrated multimodal intervention (IMI) and examines its effectiveness for the treatment of persistent and severe speech sound disorders (SSD) in young children. The IMI is an activity-based intervention that focuses simultaneously on increasing the quantity of a child's meaningful productions of target words and providing(More)
The purpose of this study was to highlight the role of twin designs in understanding children's conversational interactions. Specifically, we (a) attempted to replicate the findings of genetic effects on children's conversational language use reported in DeThorne et al. (2008), and (b) examined whether the language used by examiners in their conversation(More)
We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension were assessed in a twin sample at age 9. Using latent factor models, we found that overlap among(More)
Task persistence, measured by a composite score of independent teacher, tester and observer reports, was examined using behavioral genetic analysis. Participants included 92 monozygotic and 137 same-sex dizygotic twin pairs in Kindergarten or 1st grade (4.3 to 7.9 years old). Task persistence was widely distributed, higher among older children, positively(More)