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