Reading development in young children: Genetic and environmental influences

Jessica A R Logan, Sara A. Hart, Laurie Cutting, Kirby Deater-Deckard, Chris Schatschneider, Stephen Petrill

Research output: Contribution to journalArticlepeer-review

Abstract

The development of reading skills in typical students is commonly described as a rapid growth across early grades of active reading education, with a slowing down of growth as active instruction tapers. This study examined the extent to which genetics and environments influence these growth rates. Participants were 371 twin pairs, aged approximately 6 through 12, from the Western Reserve Reading Project. Development of word-level reading, reading comprehension, and rapid naming was examined using genetically sensitive latent quadratic growth curve modeling. Results confirmed the developmental trajectory described in the phenotypic literature. Furthermore, the same shared environmental influences were related to early reading skills and subsequent growth, but genetic influences on these factors were unique.

Original languageEnglish (US)
Pages (from-to)2131-2144
Number of pages14
JournalChild Development
Volume84
Issue number6
DOIs
StatePublished - Nov 2013
Externally publishedYes

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Pediatrics, Perinatology, and Child Health
  • Education

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