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A Multivariate Twin Study of Early Literacy in Japanese "Kana"
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Fujisawa, Keiko K.; Wadsworth, Sally J.; Kakihana, Shinichiro; Olson, Richard K.; DeFries, John C.; Byrne, Brian; Ando, Juko – Learning and Individual Differences, 2013
This first Japanese twin study of early literacy development investigated the extent to which genetic and environmental factors influence individual differences in prereading skills in 238 pairs of twins at 42 months of age. Twin pairs were individually tested on measures of phonological awareness, "kana" letter name/sound knowledge,…
Descriptors: Twins, Preschool Children, Emergent Literacy, Early Reading
Response to Early Literacy Instruction in the United States, Australia, and Scandinavia: A Behavioral-Genetic Analysis
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Samuelsson, Stefan; Byrne, Brian; Olson, Richard K.; Hulslander, Jacqueline; Wadsworth, Sally; Corley, Robin; Willcutt, Erik G.; DeFries, John C. – Learning and Individual Differences, 2008
Genetic and environmental influences on early reading and spelling at the end of kindergarten and Grade 1 were compared across three twin samples tested in the United States, Australia, and Scandinavia. Proportions of variance due to genetic influences on kindergarten reading were estimated at 0.84 in Australia, 0.68 in the U.S., and 0.33 in…
Descriptors: Twins, Spelling, Early Reading, Genetics
Genetic and Environmental Influences on Prereading Skills and Early Reading and Spelling Development in the United States, Australia, and Scandinavia
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Samuelsson, Stefan; Olson, Richard; Wadsworth, Sally; Corley, Robin; DeFries, John C.; Willcutt, Erik; Hulslander, Jacqueline; Byrne, Brian – Reading and Writing: An Interdisciplinary Journal, 2007
Genetic and environmental influences on prereading skills in preschool and on early reading and spelling development at the end of kindergarten were compared among samples of identical and fraternal twins from the U.S. (Colorado), Australia, and Scandinavia. Mean comparisons revealed significantly lower preschool print knowledge in Scandinavia,…
Descriptors: Foreign Countries, Early Reading, Reading Instruction, Kindergarten
Reading Exposure: A (Largely) Environmental Risk Factor with Environmentally-Mediated Effects on Reading Performance in the Primary School Years
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Harlaar, Nicole; Dale, Philip S.; Plomin, Robert – Journal of Child Psychology and Psychiatry, 2007
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…
Descriptors: Twins, Early Reading, Reading Achievement, Risk
From Learning to Read to Reading to Learn: Substantial and Stable Genetic Influence
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Harlaar, Nicole; Dale, Philip S.; Plomin, Robert – Child Development, 2007
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…
Descriptors: Early Reading, Environmental Influences, Reading Ability, Reading Achievement