Genetic and Environmental Effects of Serial Naming and Phonological Awareness on Early Reading Outcomes

Autor/inn/en	Petrill, Stephen, A.; Deater-Deckard, Kirby; Thompson, Lee Anne; DeThorne, Laura S.; Schatschneider, Christopher
Titel	Genetic and Environmental Effects of Serial Naming and Phonological Awareness on Early Reading Outcomes
Quelle	In: Journal of Educational Psychology, 98 (2006) 1, S.112-121 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Early Reading; Environmental Influences; Twins; Reading Skills; Genetics; Decoding (Reading); Experimental Groups; Followup Studies; Phonemes; Vocabulary + Suchen Sie Ihr Suchwort? Frühlesen; Environmental influence; Umwelteinfluss; Twin; Zwilling; Reading skill; Lesefertigkeit; Humangenetik; Dekodierung; Follow-up studies; Kontaktstudium; Fonem; Wortschatz
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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10