ArticleChild development
Genetic and environmental etiologies of the longitudinal relations between prereading skills and reading.
Article in Child development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
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Who cites it
12 citing papers in PubMed.
- Charting the Shift: Age as a Moderator of the Genetic and Environmental Influences on Reading.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2025Article
- Predicting Later Spelling from Kindergarten Spelling in U.S., Australian, and Swedish Children.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2023Article
- The Angular Gyrus as a Hub for Modulation of Language-related Cortex by Distinct Prefrontal Executive Control Regions.Journal of cognitive neuroscience · 2022Article
- Reintroducing Dyslexia: Early Identification and Implications for Pediatric Practice.Pediatrics · 2020Review
- Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills.Journal of visualized experiments : JoVE · 2019Article
- Invariance of ADHD Symptoms Across Sex and Age: a Latent Analysis of ADHD and Impairment Ratings from Early Childhood into Adolescence.Journal of abnormal child psychology · 2019Article
- Longitudinal Associations Among Reading-Related Skills and Reading Comprehension: A Twin Study.Child development · 2018Article
- Differential impact of trait sluggish cognitive tempo and ADHD inattention in early childhood on adolescent functioning.Journal of child psychology and psychiatry, and allied disciplines · 2018Article
- Examining the relationship between home literacy environment and neural correlates of phonological processing in beginning readers with and without a familial risk for dyslexia: an fMRI study.Annals of dyslexia · 2016Article
- The genetic and environmental etiologies of the relations between cognitive skills and components of reading ability.Journal of experimental psychology. General · 2016Article
- Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2016Article
- The Foundations of Literacy Development in Children at Familial Risk of Dyslexia.Psychological science · 2015Article
Corrections and comments
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Authors and funding
10 authors.
Funding
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.
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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.