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Reading Development in Young Children: Genetic and Environmental Influences
Author(s) -
Logan Jessica A. R.,
Hart Sara A.,
Cutting Laurie,
DeaterDeckard Kirby,
Schatschneider Chris,
Petrill Stephen
Publication year - 2013
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12104
Subject(s) - reading (process) , psychology , latent growth modeling , developmental psychology , reading comprehension , comprehension , language development , child development , growth curve (statistics) , twin study , structural equation modeling , shared reading , cognitive psychology , literacy , genetics , heritability , biology , linguistics , statistics , philosophy , pedagogy , mathematics
The development of reading skills in typical students is commonly described as a rapid growth across early grades of active reading education, with a slowing down of growth as active instruction tapers. This study examined the extent to which genetics and environments influence these growth rates. Participants were 371 twin pairs, aged approximately 6 through 12, from the W estern R eserve R eading P roject. Development of word‐level reading, reading comprehension, and rapid naming was examined using genetically sensitive latent quadratic growth curve modeling. Results confirmed the developmental trajectory described in the phenotypic literature. Furthermore, the same shared environmental influences were related to early reading skills and subsequent growth, but genetic influences on these factors were unique.