ArticleJournal of child psychology and psychiatry, and allied disciplines2010
Genetic and environmental influences on the growth of early reading skills.
Article in Journal of child psychology and psychiatry, and allied disciplines, 2010. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 23 papers.
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Who cites it
23 citing papers in PubMed.
- Genetic associations of risk behaviours and educational achievement.Communications biology · 2024Article
- Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling.Frontiers in psychology · 2024Article
- Differential Patterns of Growth in Reading and Math Skills during Elementary School.Journal of educational psychology · 2021Article
- From Storybooks to Novels: A Retrospective Approach Linking Print Exposure in Childhood to Adolescence.Frontiers in psychology · 2020Article
- The stability of educational achievement across school years is largely explained by genetic factors.NPJ science of learning · 2018Article
- Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study.Child development · 2017Article
- Genetics affects choice of academic subjects as well as achievement.Scientific reports · 2016Article
- Association of DCDC2 Polymorphisms with Normal Variations in Reading Abilities in a Chinese Population.PloS one · 2016Article
- An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?Reading & writing quarterly : overcoming learning difficulties · 2016Article
- Applying Biometric Growth Curve Models to Developmental Synchronies in Cognitive Development: The Louisville Twin Study.Behavior genetics · 2015Article
- Pleiotropy across academic subjects at the end of compulsory education.Scientific reports · 2015Article
- Nurture net of nature: Re-evaluating the role of shared environments in academic achievement and verbal intelligence.Social science research · 2015Article
- Gene-environment interaction on neural mechanisms of orthographic processing in Chinese children.Journal of neurolinguistics · 2015Article
- Why do Children Differ in Their Development of Reading and Related Skills?Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2014Article
- Literacy and numeracy are more heritable than intelligence in primary school.Psychological science · 2013Article
- Exploring how nature and nurture affect the development of reading: an analysis of the Florida Twin Project on reading.Developmental psychology · 2013Article
- The genetic and environmental etiologies of individual differences in early reading growth in Australia, the United States, and Scandinavia.Journal of experimental child psychology · 2013Article
- There Is a World Outside of Experimental Designs: Using Twins to Investigate Causation.Assessment for effective intervention : official journal of the Council for Educational Diagnostic Services · 2013Article
- Strong genetic influence on a UK nationwide test of educational achievement at the end of compulsory education at age 16.PloS one · 2013Article
- Modeling the Etiology of Individual Differences in Early Reading Development: Evidence for Strong Genetic Influences.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2013Article
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Authors and funding
10 authors.
Funding
Abstract
backgroundStudies have suggested genetic and environmental influences on overall level of early reading whereas the larger reading literature has shown environmental influences on the rate of growth of early reading skills. This study is the first to examine the genetic and environmental influences on both initial level of performance and rate of subsequent growth in early reading.
methodsParticipants were drawn from the Western Reserve Reading Project, a study of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school. Assessments included word identification, letter identification, pseudoword decoding, expressive vocabulary, phoneme awareness, and rapid naming. Measures were analyzed using latent growth curve modeling.
resultsThe heritability of initial performance (latent intercept) ranged from h(2) = .38 for word identification to h(2) = .72 for rapid naming. Shared environment ranged from c(2) = .11 for rapid naming to c(2) = .62 for word identification. The heritability of the rate of subsequent growth (latent slope) was statistically significant for rapid naming h(2) = .58 and phoneme awareness h(2) = .20. Shared environment accounted for nearly 100% of variance in rate of growth for word identification, letter identification and pseudoword decoding, and was statistically significant and large for phoneme awareness (c(2) = .80). Genetic variance for rapid naming and phoneme awareness latent slopes overlapped entirely with genetic variance on the intercepts. In contrast, one-third to two-thirds of the shared environmental variance on the slope was independent from the shared environmental variance on the intercept.
conclusionsGenetic influences were related primarily to those already present at the initial level of performance. In contrast, shared environmental influences affecting rate of growth were both predicted by and independent from initial levels of performance. Results suggested that growth in early reading skills is amenable to family, school, or other environmental influences as reading skills develop.
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