Richard K. Olson|Janice M. Keenan|Brian Byrne|Stefan Samuelsson
Why Do Children Differ in Their Development of Reading and Related Skills?
University of Colorado Boulder|University of Denver|Linköping University|Linköping University
abstract modern behaviorgenetic studies twins united states australia scandinavia united kingdom show genes account variance childrens reading ability end 1st year formal reading instruction strong genetic influence continues across grades though relevant genes vary reading words comprehending text genetic influence comes geneenvironment correlation strong genetic influences diminish importance environment reading development population helping struggling readers question setting minimal performance criterion children acknowledgments funding provided national institutes health grant numbers p50 hd027802 colorado learning disabilities research center r01 hd038526 colorado component international longitudinal twin study ilts australian component ilts supported australian research council a79906201 dp0663498 dp0770805 scandinavian component ilts supported research council norway 154715330 swedish research council grants 34520023701 pdokj02820061 20111905 swedish council working life social research 20110177 thank twins families participated research australian twin registry supported enabling grant national health medical research council