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Response to early literacy instruction in the United States, Australia, and Scandinavia: A behavioral-genetic analysis
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
University of New England, Australia.
University of Colorado, USA.
University of Colorado, USA.
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2008 (English)In: Learning and individual differences, ISSN 1041-6080, E-ISSN 1873-3425, Vol. 18, no 3, 289-295 p.Article in journal (Refereed) Published
Abstract [en]

Genetic and environmental influences on early reading and spelling at the end of kindergarten and Grade 1 were compared across three twin samples tested in the United States, Australia, and Scandinavia. Proportions of variance due to genetic influences on kindergarten reading were estimated at .84 in Australia, .68 in the U.S., and .33 in Scandinavia. The effects of shared environment on kindergarten reading were estimated at .09 in Australia, .25 in the U.S., and .52 in Scandinavia. A similar pattern of genetic and environmental influences was obtained for kindergarten spelling. One year later when twins in all three samples had received formal literacy instruction for at least one full school year, heritability was similarly high across country, with estimated genetic influences varying between .79 and .83 for reading and between .62 and .79 for spelling. These findings indicate that the pattern of genetic and environmental influences on early reading and spelling development varies according to educational context, with genetic influence increasing as a function of increasing intensity of early instruction. Longitudinal analyses revealed genetic continuity for both reading and spelling between kindergarten and Grade 1 across country. However, a new genetic factor comes into play accounting for independent variance in reading at Grade 1 in the U.S. and Scandinavia, suggesting a change in genetic influences on reading. Implications for response-to-instruction are discussed.

Place, publisher, year, edition, pages
2008. Vol. 18, no 3, 289-295 p.
Keyword [en]
Reading, RTI, A behavioral-genetic analysis
Identifiers
URN: urn:nbn:se:liu:diva-14943DOI: 10.1016/j.lindif.2008.03.004OAI: oai:DiVA.org:liu-14943DiVA: diva2:31685
Note
Original publication: Stefan Samuelsson, Brian Byrne, Richard K. Olson, Jacqueline Hulslander, Sally Wadsworth, Robin Corley, Erik G. Willcutt and John C. DeFries, Response to early literacy instruction in the United States, Australia, and Scandinavia: A behavioral-genetic analysis, 2008, Learning and Individual Differences, (18), 3, 289-295.http://dx.doi.org/10.1016/j.lindif.2008.03.004. Copyright: Elsevier B.V., http://www.elsevier.com/Available from: 2008-10-01 Created: 2008-10-01 Last updated: 2017-12-12

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