Genetic and Environmental Etiologies of the Longitudinal Relations between Pre-reading Skills and Reading

摘要

The present study explored the environmental and genetic etiologies of the longitudinal relations between pre-reading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post-1st grade (M = 7.4 years), and post-4th grade (M = 10.4 years). Genetic influences on five pre-reading skills (print knowledge, rapid naming, phonological awareness, vocabulary, and verbal memory) were primarily responsible for relations with word reading and spelling. However, relations with post-4th-grade reading comprehension were due both to genetic and shared environmental influences. Genetic and shared environmental influences that were common among the pre-reading variables covaried with reading and spelling, as did genetic influences unique to verbal memory (only post-4th-grade comprehension), print knowledge, and rapid naming.