ArticleJournal of educational psychology2006
Genetic and Environmental Effects of Serial Naming and Phonological Awareness on Early Reading Outcomes.
Article in Journal of educational psychology, 2006. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 29 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
29 citing papers in PubMed.
- Child and Household Regulation: Influences on the Bidirectional Link between Harsh Parenting and Behavior Problems in Middle To Late Childhood.Research on child and adolescent psychopathology · 2025Article
- Phonological awareness mediates the relationship between DCDC2 and reading performance with home environment.NPJ science of learning · 2024Article
- Cortical asymmetries at different spatial hierarchies relate to phonological processing ability.PLoS biology · 2022Article
- Development of thalamus mediates paternal age effect on offspring reading: A preliminary investigation.Human brain mapping · 2021Article
- Multivariate genome-wide covariance analyses of literacy, language and working memory skills reveal distinct etiologies.NPJ science of learning · 2021Article
- ERP Mismatch Negativity Amplitude and Asymmetry Reflect Phonological and Rapid Automatized Naming Skills in English-Speaking Kindergartners.Frontiers in human neuroscience · 2021Article
- Multivariate genome-wide association study of rapid automatised naming and rapid alternating stimulus in Hispanic American and African-American youth.Journal of medical genetics · 2019Article
- Heritability and longitudinal outcomes of spelling skills in individuals with histories of early speech and language disorders.Learning and individual differences · 2018Article
- Links between looking and speaking in autism and first-degree relatives: insights into the expression of genetic liability to autism.Molecular autism · 2018Article
- Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study.Child development · 2017Article
- Is Self-Regulation "All in the family"? Testing Environmental Effects using Within-Family Quasi-Experiments.International journal of behavioral development · 2016Article
- Why children differ in motivation to learn: Insights from over 13,000 twins from 6 countries.Personality and individual differences · 2015Article
- Eye-voice span during rapid automatized naming: evidence of reduced automaticity in individuals with autism spectrum disorder and their siblings.Journal of neurodevelopmental disorders · 2014Article
- A multivariate twin study of early literacy in Japanese Kana.Learning and individual differences · 2013Article
- Observed Personality in Childhood: Psychometric and Behavioral Genetic Evidence of Two Broad Personality Factors.European journal of personality · 2013Article
- Genetic covariation underlying reading, language and related measures in a sample selected for specific language impairment.Behavior genetics · 2011Article
- Genetic and environmental influences on the growth of early reading skills.Journal of child psychology and psychiatry, and allied disciplines · 2010Article
- Rapid automatized naming as an index of genetic liability to autism.Journal of neurodevelopmental disorders · 2010Article
- "Teacher Effects" in Early Literacy Development: Evidence from a Study of Twins.Journal of educational psychology · 2010Article
- The ABCs of Math: A Genetic Analysis of Mathematics and Its Links With Reading Ability and General Cognitive Ability.Journal of educational psychology · 2009Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
The current study involved 281 early-school-age twin pairs (118 monozygotic, 163 same-sex dizygotic) participating in the ongoing Western Reserve Reading Project (S. A. Petrill, K. Deater-Deckard, L. A. Thompson, & C. Schatschneider, 2006). Twins were tested in their homes by separate examiners on a battery of reading-related skills including phonological awareness, rapid automatized naming, word knowledge, and phonological decoding. Results suggested that a core genetic factor accounted for a significant portion of the covariance between phonological awareness, rapid naming, and reading outcomes. However, shared environmental influences related to phonological awareness were also associated with reading skills.
Identifiers
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.