Genetic and environmental effects of serial naming and phonological awareness on early reading outcomes

• Autores: Stephen A. Petrill, Kirby Deater-Deckard, Lee Anne Thompson, Laura S. DeThorne, Christopher Schatschneider
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 98, Nº. 1, 2006, págs. 112-121
• Idioma: inglés
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• Resumen

  • 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.