title: Why do Children Differ in Their Development of Reading and Related Skills?
abstract: Modern behavior-genetic studies of twins in the U.S., Australia, Scandinavia, and the U.K. show that genes account for most of the variance in children's reading ability by the end of the first year of formal reading instruction. Strong genetic influence continues across the grades, though the relevant genes vary for reading words and comprehending text, and some of the genetic influence comes through a gene - environment correlation. Strong genetic influences do not diminish the importance of the environment for reading development in the population and for helping struggling readers, but they question setting the same minimal performance criterion for all children.
authors.affiliation: Department of Psychology and Neuroscience, and Institute for Behavioral Genetics, University of Colorado Boulder, and Department of Behavioral Sciences and Learning, Linköping University.
authors.forename: Richard K
authors.initials: RK
authors.lastname: Olson
authors.affiliation: Department of Psychology, University of Denver.
authors.forename: Janice M
authors.initials: JM
authors.lastname: Keenan
authors.affiliation: School of Behavioural, Cognitive and Social Sciences, University of New England, and Department of Behavioral Sciences and Learning, Linköping University.
authors.forename: Brian
authors.initials: B
authors.lastname: Byrne
authors.affiliation: Department of Behavioral Sciences and Learning, Linköping University.
authors.forename: Stefan
authors.initials: S
authors.lastname: Samuelsson
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