Genetic and environmental effects of serial naming and phonological awareness on early reading outcomes

被引：44

作者：

Petrill, SA

Deater-Deckard, K

Thompson, LA

DeThorne, LS

Schatschneider, C

机构：

[1] Penn State Univ, Dept Biobehav Hlth, Ctr Dev & Hlth Genet, University Pk, PA 16802 USA

[2] Univ Oregon, Dept Psychol, Eugene, OR 97403 USA

[3] Case Western Reserve Univ, Dept Psychol, Cleveland, OH 44106 USA

[4] Florida State Univ, Dept Psychol, Tallahassee, FL 32306 USA

来源：

JOURNAL OF EDUCATIONAL PSYCHOLOGY | 2006年 / 98卷 / 01期

关键词：

reading; genetics; phonological awareness; development;

D O I：

10.1037/0022-0663.98.1.112

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The current study involved 281 early-school-age twin pairs (118 monozygotic, 163 same-sex dizygotic) participating in the ongoing Western Reserve Reading Project (S. A. Petrill, K. Deater-Deckard, L. A. Thompson, & C. Schatschneider, 2006). Twins were tested in their homes by separate examiners on a battery of reading-related skills including phonological awareness, rapid automatized naming, word knowledge, and phonological decoding. Results suggested that a core genetic factor accounted for a significant portion of the covariance between phonological awareness, rapid naming, and reading outcomes. However, shared environmental influences related to phonological awareness were also associated with reading skills.

引用

页码：112 / 121

页数：10

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