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Journal of Learning Disabilities
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Reading Skills in Early Readers

Genetic and Shared Environmental Influences

Stephen A. Petrill

Center for Developmental and Health Genetics at Pennsylvania State University, sap27{at}psu.edu

Kirby Deater-Deckard

University of Oregon

Lee Anne Thompson

Case Western Reserve University

Laura S. De Thorne

University of Illinois, Champaign-Urbana

Christopher Schatschneider

Florida State University

The present study combined parallel data from the Northeast—Northwest Collaborative Adoption Projects (N2CAP) and the Western Reserve Reading Project (WRRP) to examine sibling similarity and quantitative genetic model estimates for measures of reading skills in 272 school-age sibling pairs from three family types (monozygotic twins, dizygotic twins, and unrelated adoptive siblings). The study included measures of letter and word identification, phonological awareness, phonological decoding, rapid automatized naming, and general cognitive ability. Estimates of additive genetic effects and shared environmental effects were moderate and significant. Furthermore, shared environmental effects estimated in twins were generally similar in magnitude to adoptive sibling correlations, suggesting highly replicable estimates across different study designs.

Journal of Learning Disabilities, Vol. 39, No. 1, 48-55 (2006)
DOI: 10.1177/00222194060390010501
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L. S. DeThorne, S. A. Petrill, S. A. Hart, R. W. Channell, R. J. Campbell, K. Deater-Deckard, L. A. Thompson, and D. J. Vandenbergh
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