Genetic and Environmental Etiologies of the Longitudinal Relations Between Prereading Skills and Reading

Publication Date

9-26-2014

Document Type

Article

Organizational Units

College of Arts Humanities and Social Sciences, Psychology

Keywords

Environmental and genetic etiologies, Prereading skills, Reading, Spelling, Verbal memory

Abstract

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.

Publication Statement

Copyright held by author or publisher. User is responsible for all copyright compliance.

This document is currently not available here.


Share

COinS