Christopher Micaela E, Hulslander Jacqueline, Byrne Brian, Samuelsson Stefan, Keenan Janice M, Pennington Bruce, DeFries John C, Wadsworth Sally J, Willcutt Erik, Olson Richard K
University of Colorado Boulder.
Child Dev. 2015 Mar-Apr;86(2):342-61. doi: 10.1111/cdev.12295. Epub 2014 Sep 26.
The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post-first grade (M = 7.4 years), and post-fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print knowledge, rapid naming, phonological awareness, vocabulary, and verbal memory) were primarily responsible for relations with word reading and spelling. However, relations with post-fourth-grade reading comprehension were due to both genetic and shared environmental influences. Genetic and shared environmental influences that were common among the prereading variables covaried with reading and spelling, as did genetic influences unique to verbal memory (only post-fourth-grade comprehension), print knowledge, and rapid naming.
本研究探讨了学前阅读技能与阅读和拼写之间纵向关系的环境和遗传病因。对489对双胞胎在幼儿园前（平均年龄4.9岁）、一年级后（平均年龄7.4岁）和四年级后（平均年龄10.4岁）进行了评估。对五项学前阅读技能（印刷知识、快速命名、语音意识、词汇和言语记忆）的遗传影响是与单词阅读和拼写关系的主要原因。然而，与四年级后阅读理解的关系是由遗传和共享环境影响共同导致的。学前阅读变量中常见的遗传和共享环境影响与阅读和拼写相关，言语记忆（仅与四年级后阅读理解相关）、印刷知识和快速命名所特有的遗传影响也与阅读和拼写相关。
