Genetic and environmental effects of serial naming and phonological awareness on early reading outcomes
Genetic and environmental effects of serial naming and phonological awareness on early reading outcomes
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DOI：
10.1037/0022-0663.98.1.112
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发表时间：
2006-02-01
影响因子：
4.9
通讯作者：
Schatschneider, C
中科院分区：
文献类型：
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作者：
Petrill, SA;Deater-Deckard, K;Schatschneider, C
目前的研究涉及281对早期学龄双胞胎（118对同卵双胞胎，163对同性异卵双胞胎），这些双胞胎参与了正在进行的西部储备阅读项目（S. A. Petrill， K. Deater-Deckard， L. A. Thompson, & C. Schatschneider, 2006）。双胞胎在家中由不同的考官测试一系列与阅读相关的技能，包括语音意识、快速自动命名、单词知识和语音解码。结果表明，一个核心的遗传因素在语音意识、快速命名和阅读结果之间的协方差中占有重要的部分。然而，与语音意识相关的共同环境影响也与阅读技能有关。
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.