期刊
CHILD DEVELOPMENT
卷 78, 期 1, 页码 116-131出版社
WILEY
DOI: 10.1111/j.1467-8624.2007.00988.x
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资金
- MRC [G0500079] Funding Source: UKRI
- EUNICE KENNEDY SHRIVER NATIONAL INSTITUTE OF CHILD HEALTH & HUMAN DEVELOPMENT [R01HD044454] Funding Source: NIH RePORTER
- Medical Research Council [G0500079, G9817803B] Funding Source: researchfish
Little is known about the underlying causes and developmental patterns of stability and change in early reading abilities. In a longitudinal study of twins (n=4,291 pairs), individual differences in reading achievement assessed by teachers using U.K. National Curriculum (NC) criteria showed substantial heritabilities at ages 7, 9, and 10 years (.57-.67) and modest shared environmental influences (.10-.17). Stability in NC scores was primarily mediated genetically. There was also evidence for age-specific genetic influences at each age. Genetic influences on reading are substantial and stable during the elementary school years despite the shift from learning to read to reading to learn.
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