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Title: Longitudinal twin study of early literacy development: Preschool through Grade 1
Contributor(s): Byrne, BJ (author)orcid ; Samuelsson, S (author); Wadsworth, S (author); Hulslander, J (author); Corley, R (author); DeFries, JC (author); Quain, P (author); Willicutt, EG (author); Olson, RK (author)
Publication Date: 2006
DOI: 10.1007/s11145-006-9019-9
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Abstract: 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. Multivariateanalyses 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 inAustralia because of accelerated overall reading development.
Publication Type: Journal Article
Source of Publication: Reading and Writing: an interdisciplinary journal, 20(1-2), p. 77-102
Publisher: Springer-Verlag Dordrecht
Place of Publication: Netherlands
ISSN: 0922-4777
Field of Research (FOR): 170103 Educational Psychology
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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