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Genetic and environmental influences on early literacy
University of New England, Australia.
University of Colorado, USA.
Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
University of Colorado, USA.
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2006 (English)In: Journal of research in reading (Print), ISSN 0141-0423, E-ISSN 1467-9817, Vol. 29, no 1, 33-49 p.Article in journal (Refereed) Published
Abstract [en]

Prereading and early reading skills of preschool twin children in Australia, Scandinavia and the United States were explored in a genetically sensitive design (max. N = 627 preschool pairs and 422 kindergarten pairs). Analyses indicated a strong genetic influence on preschool phonological awareness, rapid naming and verbal memory. Print awareness, vocabulary and grammar/morphology were subject primarily to shared environment effects. There were significant genetic and shared environment correlations among the preschool traits. Kindergarten reading, phonological awareness and rapid naming were primarily affected by genes, and spelling was equally affected by genes and shared environment. Multivariate analyses revealed genetic and environmental overlap and independence among kindergarten variables. Longitudinal analyses showed genetic continuity as well as change in phonological awareness and rapid naming across the 2 years. Relations among the preschool variables of print awareness, phonological awareness and rapid naming and kindergarten reading were also explored in longitudinal analyses. Educational implications are discussed. © United Kingdom Literacy Association 2006.

Place, publisher, year, edition, pages
2006. Vol. 29, no 1, 33-49 p.
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Social Sciences
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URN: urn:nbn:se:liu:diva-31958DOI: 10.1111/j.1467-9817.2006.00291.xLocal ID: 17794OAI: oai:DiVA.org:liu-31958DiVA: diva2:252781
Available from: 2009-10-09 Created: 2009-10-09 Last updated: 2017-12-13

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Samuelsson, Stefan

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