Background: It is widely believed that there are reciprocal links between reading achievement and reading exposure: children who read more do better at reading, and reading achievement itself promotes reading. We tested the hypotheses that these links arise because children's genetically influenced reading performance is correlated with their…

Little is known about the underlying causes and developmental patterns of stability and change in early reading abilities. In a longitudinal study of twins (n=4,291 pairs), individual differences in reading achievement assessed by teachers using U.K. National Curriculum (NC) criteria showed substantial heritabilities at ages 7, 9, and 10 years…

Background: A fundamental issue for child psychology concerns the origins of individual differences in early reading development. Method: A measure of word recognition, the Test of Word Reading Efficiency (TOWRE), was administered by telephone to a representative population sample of 3,909 same-sex and opposite-sex pairs of 7-year-old twins.…

Many research questions require the assessment of reading in large samples of children. We compared two nonconventional procedures for early reading assessment: test administration by telephone, and teacher assessment. Five thousand five hundred and forty four children participating in a longitudinal twin study were assessed by telephone using the…

Verbal precocity at 20 months of age did not predict children's later precocious reading. Frequency of story reading in the home at 24 months predicted children's language ability at 2.5 and 4.5 years and, along with literacy instruction, predicted knowledge of print conventions at 4.5. (BC)