Longitudinal twin study of early literacy development: Preschool through Grade 1

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• 作者：Brian Byrne ; Stefan Samuelsson ; Sally Wadsworth ; Jacqueline Hulslander ; Robin Corley ; John C. DeFries ; Peter Quain ; Erik G. Willcutt and Richard K. Olson
• 关键词：Environment ; Genetics ; Phonological decoding ; Reading comprehension ; Spelling ; Word identification
• 刊名：Reading and Writing
• 出版年：2007
• 出版时间：February, 2007
• 年：2007
• 卷：20
• 期：1-2
• 页码：77-102
• 全文大小：226 KB
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Linguistics
  Languages and Literature
  Psycholinguistics
  Education
  Neurology
  Interdisciplinary Studies
  
• 出版者：Springer Netherlands
• ISSN：1573-0905

文摘

Grade 1 literacy skills of twin children in Australia (New South Wales) and the United States (Colorado) were explored in a genetically sensitive design (N = 319 pairs). Analyses indicated strong genetic influence on word and nonword identification, reading comprehension, and spelling. Rapid naming showed more modest, though reliable, genetic influence. Phonological awareness was subject to high nonshared environment and no reliable genetic effects, and individual measures of memory and learning were also less affected by genes than nonshared environment. Multivariate analyses showed that the same genes affected word identification, reading comprehension, and spelling. Country comparisons indicated that the patterns of genetic influence on reading and spelling in Grade 1 were similar, though for the U.S. but not the Australian children new genes came on stream in the move from kindergarten to Grade 1. We suggest that this is because the more intensive kindergarten literacy curriculum in New South Wales compared with Colorado, consistent with the mean differences between the two countries, means that more of the genes are “online” sooner in Australia because of accelerated overall reading development.