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. Author manuscript; available in PMC: 2021 Jun 1.
Published in final edited form as: J Child Psychol Psychiatry. 2019 Oct 8;61(6):689–698. doi: 10.1111/jcpp.13134

Figure 2.

Figure 2.

Moderation of genetic and shared environmental effects on adolescent reading comprehension by level of quality in the early classroom environment. Total variance is shown along with unstandardized variance in additive genetic (A), shared environmental (C), and non-shared environmental (E) influences on FCAT (reading comprehension) by levels of Class ORF Gain. Based on the best-fitting model, the variance reflected in A and E includes only the variance unique to FCAT. The variance reflected in C includes the shared environmental influences common to Class ORF Gain and FCAT (39% of the total C shown) and shared environmental influences unique to FCAT (61% of the total C shown). For instance, at −2 SD units of Class ORF Gain, the variance in C is .79, of which .31 (.79 × .39) is common C and .48 (.79 × .61) is unique C. Note: ORF = Oral Reading Fluency; FCAT = Florida Comprehensive Assessment Test in reading.