Betjemann Rebecca S, Keenan Janice M, Olson Richard K, Defries John C
Regis University.
Sci Stud Read. 2011 Jan 1;15(4):363-382. doi: 10.1080/10888438.2010.493965.
Does the choice of test for assessing reading comprehension influence the outcome of genetic analyses? A twin design compared two types of reading comprehension tests classified as primarily associated with word decoding (RC-D) or listening comprehension (RC-LC). For both types of tests, the overall genetic influence is high and nearly identical. However, the tests differed significantly in how they covary with the genes associated with decoding and listening comprehension. Although Cholesky decomposition showed that both types of comprehension tests shared significant genetic influence with both decoding and listening comprehension, RC-D tests shared most genetic variance with decoding, and RC-LC tests shared most with listening comprehension. Thus, different tests used to measure the same construct may manifest very different patterns of genetic covariation. These results suggest that the apparent discrepancies among the findings of previous twin studies of reading comprehension could be due at least in part to test differences.
用于评估阅读理解的测试选择会影响基因分析的结果吗？一项双胞胎研究比较了两种阅读理解测试，这两种测试主要分别与单词解码（RC-D）或听力理解（RC-LC）相关。对于这两种测试类型，总体遗传影响都很高且几乎相同。然而，这两种测试在与解码和听力理解相关基因的共变方式上存在显著差异。尽管Cholesky分解表明，两种类型的阅读理解测试与解码和听力理解都共享显著的遗传影响，但RC-D测试与解码共享的遗传方差最多，而RC-LC测试与听力理解共享的最多。因此，用于测量同一结构的不同测试可能表现出非常不同的遗传共变模式。这些结果表明，先前双胞胎阅读理解研究结果之间明显的差异可能至少部分归因于测试差异。
