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In:Theories of Reading Development
Edited by Kate Cain, Donald L. Compton and Rauno K. Parrila
[Studies in Written Language and Literacy 15] 2017
► pp. 33–54

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Genetic and environmental influences on the development of reading and related skills

 | University of Colorado Boulder | Linköping University
 | University of Denver
 | University of New England | Linköping University
 | Linköping University
Published online: 14 August 2017
DOI logo with link
https://doi.org/10.1075/swll.15.03ols
Article outline
  • Overview of modern behavior-genetic studies of reading
  • The genetic and environmental etiology of reading disability
  • The genetic and environmental etiology of individual differences in reading
    • Do the same genetic and environmental factors influence word recognition, listening comprehension, and reading comprehension?
    • Genetic and environmental etiology of longitudinal stability in CLDRC twins
    • The International Longitudinal Twin Study (ILTS)
    • Results from other longitudinal twin studies
    • Biometric growth models of early reading development
  • Summary
  • Qualifications and clarifications
    • Assumptions of additive genetic influence and no assortative mating
    • Dependence of genetic and environmental estimates on the environmental range
    • Importance of the environment is not inconsistent with high genetic influence
    • The evidence for classroom effects
    • Implications of genetic influences for educational policy
  • Conclusion
  • References
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