Genetic and environmental effects of serial naming and phonological awareness on early reading outcomes.
- 1 January 2006
- journal article
- Published by American Psychological Association (APA) in Journal of Educational Psychology
- Vol. 98 (1) , 112-121
- https://doi.org/10.1037/0022-0663.98.1.112
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.Keywords
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