title: Genetic and Environmental Effects of Serial Naming and Phonological Awareness on Early Reading Outcomes.
abstract: 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.
authors.affiliation: Department of Biobehavioral Health, Pennsylvania State University.
authors.forename: Stephen A
authors.initials: SA
authors.lastname: Petrill
authors.forename: Lee Anne
authors.initials: LA
authors.lastname: Thompson
authors.forename: Kirby
authors.initials: K
authors.lastname: Deater-Deckard
authors.forename: Laura S
authors.initials: LS
authors.lastname: Dethorne
authors.forename: Christopher
authors.initials: C
authors.lastname: Schatschneider