Sara A. Hart|Jessica Logan|Brooke Soden-Hensler|Sarah Kershaw|Jeanette Taylor|Christopher Schatschneider
Exploring how nature and nurture affect the development of reading: An analysis of the Florida Twin Project on Reading.
Florida State University|The Ohio State University|The Ohio State University|Florida State University|Florida State University|Florida State University
research development reading skills primary school years pointed importance individual differences initial ability well growth skills additionally theorized reading skills develop incrementally present study examined genetic environmental influences 2 developmental models representing parallel ideas generalizing findings explore processes reading development participants drawn florida twin project reading total 2370 pairs twins representative state florida twins oral reading fluency scores school progress monitoring records collected fall grades 15 used model development results suggested genetic influences development reading general shared across early school years well novel new genetic influences introduced first 3 years school shared environment estimates suggest pattern general influences suggesting environmental effects moderate stable across development