Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/12972
Title: The genetic and environmental etiologies of individual differences in early reading growth in Australia, the United States, and Scandinavia
Contributor(s): Christopher, Micaela E (author); Hulslander, Jacqueline (author); Byrne, Brian J  (author)orcid ; Samuelsson, Stefan (author); Keenan, Janice M (author); Pennington, Bruce (author); DeFries, John C (author); Wadsworth, Sally J (author); Willcutt, Erik (author); Olson, Richard K (author)
Publication Date: 2013
Open Access: Yes
DOI: 10.1016/j.jecp.2013.03.008Open Access Link
Handle Link: https://hdl.handle.net/1959.11/12972
Open Access Link: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3661747Open Access Link
Abstract: This first cross-country twin study of individual differences in reading growth from post-kindergarten to post-second grade analyzed data from 487 twin pairs from the United States, 267 twin pairs from Australia, and 280 twin pairs from Scandinavia. Data from two reading measures were fit to biometric latent growth models. Individual differences for the reading measures at post-kindergarten in the United States and Australia were due primarily to genetic influences and to both genetic and shared environmental influences in Scandinavia. In contrast, individual differences in growth generally had large genetic influences in all countries. These results suggest that genetic influences are largely responsible for individual differences in early reading development. In addition, the timing of the start of formal literacy instruction may affect the etiology of individual differences in early reading development but have only limited influence on the etiology of individual differences in growth.
Publication Type: Journal Article
Source of Publication: Journal of Experimental Child Psychology, 115(3), p. 453-467
Publisher: Academic Press
Place of Publication: United States of America
ISSN: 1096-0457
0022-0965
Field of Research (FOR): 170109 Personality, Abilities and Assessment
170101 Biological Psychology (Neuropsychology, Psychopharmacology, Physiological Psychology)
170112 Sensory Processes, Perception and Performance
Socio-Economic Outcome Codes: 930101 Learner and Learning Achievement
930102 Learner and Learning Processes
930103 Learner Development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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