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
收藏
页码：112 / 121
页数：10
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