Genetic and environmental etiologies of the longitudinal relations between prereading skills and readingShow others and affiliations
2015 (English)In: Child Development, ISSN 0009-3920, E-ISSN 1467-8624, Vol. 86, no 2, p. 342-361Article in journal (Refereed) Published
Abstract [en]
The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post-first grade (M = 7.4 years), and post-fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print knowledge, rapid naming, phonological awareness, vocabulary, and verbal memory) were primarily responsible for relations with word reading and spelling. However, relations with post-fourth-grade reading comprehension were due to both genetic and shared environmental influences. Genetic and shared environmental influences that were common among the prereading variables covaried with reading and spelling, as did genetic influences unique to verbal memory (only post-fourth-grade comprehension), print knowledge, and rapid naming.
Place, publisher, year, edition, pages
Wiley , 2015. Vol. 86, no 2, p. 342-361
National Category
Psychology
Identifiers
URN: urn:nbn:se:liu:diva-116486DOI: 10.1111/cdev.12295ISI: 000352104000002PubMedID: 25263167OAI: oai:DiVA.org:liu-116486DiVA, id: diva2:798700
2015-03-272015-03-272017-12-04