TY - JOUR
T1 - Longitudinal genetic analysis of early reading
T2 - The Western reserve reading project
AU - Petrill, Stephen A.
AU - Deater-Deckard, Kirby
AU - Thompson, Lee Anne
AU - Schatschneider, Chris
AU - Dethorne, Laura S.
AU - Vandenbergh, David J.
N1 - Funding Information:
The Western Reserve Reading Project is supported by NICHD grant HD38075 and NICHD/OSERS grant HD46167.
PY - 2007/2
Y1 - 2007/2
N2 - We examined the genetic and environmental contribution to the stability and instability of reading outcomes in early elementary school using a sample of 283 twin pairs drawn from the Western Reserve Reading Project. Twins were assessed across two measurement occasions. In Wave 1, children were either in kindergarten or first grade. Wave 2 assessments were conducted one year later. Results suggested substantial genetic stability across measurement occasions. Additionally, shared environmental influences also accounted for stability, particularly for variables more closely tied to direct instruction such as phonological awareness, letter knowledge, and word knowledge. There was also evidence for independent genetic and shared environmental effects, suggesting that new sources of variance may emerge as the demands of school change and children begin to acquire early reading skills.
AB - We examined the genetic and environmental contribution to the stability and instability of reading outcomes in early elementary school using a sample of 283 twin pairs drawn from the Western Reserve Reading Project. Twins were assessed across two measurement occasions. In Wave 1, children were either in kindergarten or first grade. Wave 2 assessments were conducted one year later. Results suggested substantial genetic stability across measurement occasions. Additionally, shared environmental influences also accounted for stability, particularly for variables more closely tied to direct instruction such as phonological awareness, letter knowledge, and word knowledge. There was also evidence for independent genetic and shared environmental effects, suggesting that new sources of variance may emerge as the demands of school change and children begin to acquire early reading skills.
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U2 - 10.1007/s11145-006-9021-2
DO - 10.1007/s11145-006-9021-2
M3 - Article
C2 - 19829751
AN - SCOPUS:33845762319
SN - 0922-4777
VL - 20
SP - 127
EP - 146
JO - Reading and Writing
JF - Reading and Writing
IS - 1-2
ER -