ERIC Number: EJ1055795
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: N/A
Genetic and Environmental Etiologies of the Longitudinal Relations between Prereading Skills and Reading
Christopher, Micaela E.; Hulslander, Jacqueline; Byrne, Brian; Samuelsson, Stefan; Keenan, Janice M.; Pennington, Bruce; DeFries, John C.; Wadsworth, Sally J.; Willcutt, Erik; Olson, Richard K.
Child Development, v86 n2 p342-361 Mar-Apr 2015
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.
Descriptors: Genetics, Longitudinal Studies, Reading Comprehension, Environmental Influences, Elementary School Students, Naming, Phonological Awareness, Vocabulary Development, Prereading Experience, Spelling, Correlation, Reading Skills, Verbal Ability, Memory, Twins, Kindergarten
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Kindergarten; Primary Education; Early Childhood Education
Sponsor: National Institutes of Health (DHHS)
Authoring Institution: N/A
IES Grant or Contract Numbers: T32 HD007289|P50 HD027802|R01 HD038526