Longitudinal Genetic Analysis of Early Reading: The Western
Reserve Reading Project |
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| Authors: | Stephen A Petrill Kirby Deater-Deckard Lee Anne Thompson Chris Schatschneider Laura S DeThorne David J Vandenbergh |
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| Institution: | (1) Center for Developmental and Health Genetics, The Pennsylvania State University, 101 Amy Gardner House, University Park, PA 16802, USA;(2) Virginia Polytechnic and State University, Blacksburg, VA, USA;(3) Case Western Reserve University, Cleveland, OH, USA;(4) Florida State University, Tallahassee, FL, USA;(5) University of Illinois Urbana-Champaign, Urbana, IL, USA |
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| Abstract: | We examined the genetic and environmental contribution to the stability and instability of reading outcomes in early elementary
school using a sample of 283 twin pairs drawn from the Western Reserve Reading Project. Twins were assessed across two measurement
occasions. In Wave 1, children were either in kindergarten or first grade. Wave 2 assessments were conducted one year later.
Results suggested substantial genetic stability across measurement occasions. Additionally, shared environmental influences
also accounted for stability, particularly for variables more closely tied to direct instruction such as phonological awareness,
letter knowledge, and word knowledge. There was also evidence for independent genetic and shared environmental effects, suggesting
that new sources of variance may emerge as the demands of school change and children begin to acquire early reading skills. |
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| Keywords: | Early childhood Environment Genetics Multivariate Reading development Twin |
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