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Genetic and environmental influences on early literacy
Author(s) -
Byrne Brian,
Olson Richard K.,
Samuelsson Stefan,
Wadsworth Sally,
Corley Robin,
DeFries John C.,
Willcutt Erik
Publication year - 2006
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/j.1467-9817.2006.00291.x
Subject(s) - phonological awareness , psychology , spelling , reading (process) , developmental psychology , literacy , longitudinal study , phonemic awareness , vocabulary , vocabulary development , phonology , early literacy , grammar , linguistics , cognitive psychology , teaching method , mathematics education , pedagogy , philosophy , statistics , mathematics
Prereading and early reading skills of preschool twin children in Australia, Scandinavia and the United States were explored in a genetically sensitive design (max. N =627 preschool pairs and 422 kindergarten pairs). Analyses indicated a strong genetic influence on preschool phonological awareness, rapid naming and verbal memory. Print awareness, vocabulary and grammar/morphology were subject primarily to shared environment effects. There were significant genetic and shared environment correlations among the preschool traits. Kindergarten reading, phonological awareness and rapid naming were primarily affected by genes, and spelling was equally affected by genes and shared environment. Multivariate analyses revealed genetic and environmental overlap and independence among kindergarten variables. Longitudinal analyses showed genetic continuity as well as change in phonological awareness and rapid naming across the 2 years. Relations among the preschool variables of print awareness, phonological awareness and rapid naming and kindergarten reading were also explored in longitudinal analyses. Educational implications are discussed.