Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/7259
Title: Genetic and Environmental Influences on Vocabulary and Reading Development
Contributor(s): Olson, Richard K (author); Keenan, Janice M (author); Huslander, Jacquiline (author); Byrne, Brian J  (author)orcid ; Samuelsson, Stefan (author); Coventry, William L  (author)orcid ; Corley, Robin (author); Wadsworth, Sally J (author); Willcutt, Erik G (author); DeFries, John C (author); Pennington, Bruce F (author)
Publication Date: 2011
Open Access: Yes
DOI: 10.1080/10888438.2011.536128Open Access Link
Handle Link: https://hdl.handle.net/1959.11/7259
Abstract: Genetic and environmental relations between vocabulary and reading skills were explored longitudinally from preschool through Grades 2 and 4. At preschool there were strong shared-environment and weak genetic influences on both vocabulary and print knowledge but substantial differences in their source. Separation of etiology for vocabulary and reading continued for word recognition and decoding through Grade 4, but genetic and environmental correlations between vocabulary and reading comprehension approached unity by Grade 4, when vocabulary and word recognition accounted for all of the genetic and shared environment influences on reading comprehension.
Publication Type: Journal Article
Source of Publication: Scientific Studies of Reading, 15(1), p. 26-46
Publisher: Routledge
Place of Publication: United States of America
ISSN: 1088-8438
1532-799X
Field of Research (FOR): 170199 Psychology not elsewhere classified
Socio-Economic Outcome Codes: 970117 Expanding Knowledge in Psychology and Cognitive Sciences
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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