The present study had two purposes: provide an illustration of use of the National Longitudinal Survey of Youth 1979 Children's (CNLSY; U.S. Department of Labor, 2009) database and use the database to seek convergent evidence regarding the magnitude and significance of genetic effects influencing low and typical performers on measures of language, reading, and mathematics.
A kinship algorithm that assigned a degree of genetic relatedness to all available pairings was applied to the 1994 wave of the CNLSY sample. Four cognitive achievement outcomes related to language, reading, and mathematics were analyzed across the general sample as well as for children selected below the lowest 20(th) percentile.
The tests of receptive vocabulary, decoding, reading comprehension, and mathematics all suggested estimates of group heritability and full sample heritability of moderate effect sizes, and all estimates were statistically significant. Furthermore, all estimates were within confidence intervals of previously reported estimates from twin and adoption studies.
The present study provides additional support for significant genetic effects across low and wide ranges of specific achievement. Moreover, this study supports that genetic influences on reading, language, and mathematics are generalizable beyond twin and adoption studies.
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"Between 2003 and 2005we updated the NLSY-C/YA links, which were immediately put to use by a number of research teams. Important publications that emerged included Rodgers et al. (2008); D'Onofrio et al. (2008); Lahey et al. (2009); Mendle et al. (2009); Hart et al. (2010); Salsberry and Reagan (2010); Goodnight et al. (2012); Beaver et al. (2013); Cheung et al. (2014); Rodgers et al. (2015); and a number of other articles. This linking update was completed in 2005, and plain text (CSV) and SAS files containing the links were e-mailed to 50? researchers who had expressed earlier interest, and then over the next several years to others upon request. "
[Show abstract][Hide abstract]ABSTRACT: The National Longitudinal Survey of Youth datasets (NLSY79; NLSY-Children/Young Adults; NLSY97) have extensive family pedigree information contained within them. These data sources are based on probability sampling, a longitudinal design, and a cross-generational and within-family data structure, with hundreds of phenotypes relevant to behavior genetic (BG) researchers, as well as to other developmental and family researchers. These datasets provide a unique and powerful source of information for BG researchers. But much of the information required for biometrical modeling has been hidden, and has required substantial programming effort to uncover-until recently. Our research team has spent over 20 years developing kinship links to genetically inform biometrical modeling. In the most recent release of kinship links from two of the NLSY datasets, the direct kinship indicators included in the 2006 surveys allowed successful and unambiguous linking of over 94 % of the potential pairs. In this paper, we provide details for research teams interested in using the NLSY data portfolio to conduct BG (and other family-oriented) research.
Full-text · Article · Feb 2016 · Behavior Genetics
"One of them is genetics because it can explain certain aspects of speech-language pathology. For example, twin study demonstrated that genetics influenced spoken and written language acquisition. The detailed results has been reported that chromosome 1, 3, 6, 7, and 15 were associated with speech disorder, and the FOXP2 gene has been related with autism spectrum disorders, dyslexia, specific language impairment and developmental verbal apraxia. Specifically, the broadest area conducted in studies of communication disorders and genetics is stuttering. "
[Show abstract][Hide abstract]ABSTRACT: This clinical forum was organized to provide a means for informing the research and clinical communities of one mechanism through which research capacity might be enhanced within the field of speech-language pathology. Specifically, forum authors describe the process of conducting secondary analyses of extant databases to answer questions of relevance to speech and language development and disorders.
This prologue defines the concept of secondary analysis of databases and provides an overview of each of the articles that make up the forum.
Researchers invested in addressing basic and applied problems of relevance to speech and language services in schools can make use of a variety of extant databases to increase research capacity.
No preview · Article · Jan 2010 · Language Speech and Hearing Services in Schools