Micaela E. Christopher|Jacqueline Hulslander|Brian Byrne|Stefan Samuelsson|Janice M. Keenan|Bruce F. Pennington|John C. DeFries|Sally J. Wadsworth|Erik Willcutt|Richard K. Olson
Genetic and Environmental Etiologies of the Longitudinal Relations Between Prereading Skills and Reading
University of Colorado System|University of Colorado Boulder|University of Colorado System|University of Colorado Boulder|Linköping University|Linköping University|University of Denver|University of Denver|University of Colorado System|University of Colorado Boulder|University of Colorado System|University of Colorado Boulder|University of Colorado System|University of Colorado Boulder|University of Colorado System|University of Colorado Boulder|Linköping University
present study explored environmental genetic etiologies longitudinal relations prereading skills reading spelling twin pairs n 489 assessed kindergarten 49 years postfirst grade 74 years postfourth grade 104 years genetic influences five prereading skills print knowledge rapid naming phonological awareness vocabulary verbal memory primarily responsible relations word reading spelling however relations postfourthgrade reading comprehension due genetic shared environmental influences genetic shared environmental influences common among prereading variables covaried reading spelling genetic influences unique verbal memory postfourthgrade comprehension print knowledge rapid naming