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

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Title: Genetic and Environmental Etiologies of the Longitudinal Relations Between Prereading Skills and Reading.
Authors: 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.
Source: Child Development. Mar/Apr2015, Vol. 86 Issue 2, p342-361. 20p. 4 Diagrams, 2 Charts.
Subjects: Reading level of students, Nature & nurture, Reading readiness, Pre-reading experiences, Genetics of learning ability, Reading (Early childhood), Reading (Elementary), Reading ability testing, Reading, Longitudinal method, Twin studies
Geographic Terms: United States
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. [ABSTRACT FROM AUTHOR]
Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Genetic and Environmental Etiologies of the Longitudinal Relations Between Prereading Skills and Reading.
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. Mar/Apr2015, Vol. 86 Issue 2, p342-361. 20p. 4 Diagrams, 2 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Reading+level+of+students%22">Reading level of students</searchLink><br /><searchLink fieldCode="DE" term="%22Nature+%26+nurture%22">Nature & nurture</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+readiness%22">Reading readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Pre-reading+experiences%22">Pre-reading experiences</searchLink><br /><searchLink fieldCode="DE" term="%22Genetics+of+learning+ability%22">Genetics of learning ability</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+%28Early+childhood%29%22">Reading (Early childhood)</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+%28Elementary%29%22">Reading (Elementary)</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+ability+testing%22">Reading ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Twin+studies%22">Twin studies</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/cdev.12295
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        Text: English
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        PageCount: 20
        StartPage: 342
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      – SubjectFull: Reading level of students
        Type: general
      – SubjectFull: Nature & nurture
        Type: general
      – SubjectFull: Reading readiness
        Type: general
      – SubjectFull: Pre-reading experiences
        Type: general
      – SubjectFull: Genetics of learning ability
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      – SubjectFull: Reading (Early childhood)
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      – SubjectFull: Reading (Elementary)
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      – SubjectFull: Reading ability testing
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      – SubjectFull: United States
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              Text: Mar/Apr2015
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