Please use this identifier to cite or link to this item:
|Title:||Environmental and Genetic Influences on Prereading Skills in Australia, Scandinavia, and the United States||Contributor(s):||Samuelsson, S (author); Byrne, BJ (author) ; Quain, P (author); Wadsworth, S (author); Corley, R (author); DeFries, JC (author); Willcutt, E (author); Olson, RK (author)||Publication Date:||2005||DOI:||10.1037/0022-06126.96.36.1995||Handle Link:||https://hdl.handle.net/1959.11/157||Abstract:||Individual differences in measures of prereading skills and in questionnaire measures of 4–5-year-old twins' print environments in Australia, Scandinavia, and the United States were explored with abehavioral-genetic design. Modest phenotypic correlations were found between environmental measures and the twins' print knowledge, general verbal ability, and phoneme awareness. Lower print knowledge in Scandinavian twins was related to country differences in preschool print environment. Latent-trait behavioral-genetic analyses indicated very strong shared-environment influences on individual differences in Print Knowledge. Genetic influence was also significant. Several other prereading skills varied in their environmental and genetic influence, including a significant contrast between Phonological Awareness and Print Knowledge. Rapid Naming also revealed very strong genetic influence, as did Verbal Memory. Stronger shared-environment influences were found for Vocabulary and Grammar/Morphology. Genetic and environmental correlations among latent traits for General Verbal Ability, Phonological Awareness, and Print Knowledge were high, but there were also significant independent genetic and environmental contributions to each skill. Practical implications include the need for substantial and sustained instructional support for children hampered by genetic constraints on early literacy development.||Publication Type:||Journal Article||Source of Publication:||Journal of Educational Psychology, 97(4), p. 705-722||Publisher:||American Psychological Association||Place of Publication:||United States of America||ISSN:||0022-0663||Field of Research (FOR):||170103 Educational Psychology||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Statistics to Oct 2018:||Visitors: 678
|Appears in Collections:||Journal Article|
Files in This Item:
checked on Nov 26, 2018
checked on Mar 4, 2019
Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.