Micaela E. Christopher|Jacqueline Hulslander|Brian Byrne|Stefan Samuelsson|Janice M. Keenan|Bruce F. Pennington|John C. DeFries|Sally J. Wadsworth|Erik G. Willcutt|Richard K. Olson
Modeling the Etiology of Individual Differences in Early Reading Development: Evidence for Strong Genetic Influences
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
explored etiology individual differences reading development postkindergarten post4th grade analyzing data 487 twin pairs tested colorado data three reading measures one spelling measure fit biometric latent growth curve models allowing us extend previous behavioral genetic studies etiology early reading development specific time points found primarily genetic influences individual differences post1st grade measures genetic influences variance growth rates also found evidence small nonsignificant shared environmental influences two measures discuss results including implications educational policy