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Predicting literacy at age 7 from preliteracy at age 4: a longitudinal genetic analysis

Oliver, Bonamy R; Dale, Philip S and Plomin, Robert. 2005. Predicting literacy at age 7 from preliteracy at age 4: a longitudinal genetic analysis. Psychological science, 16(11), pp. 861-5. ISSN 0956-7976 [Article]

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Abstract or Description

Early literacy experience and preliteracy knowledge have been shown to predict later literacy outcomes. Using a representative sample of 3,052 same-sex twin pairs (6,104 children) in the United Kingdom, we explored phenotypic and etiological interrelationships among early literacy experience, preliteracy knowledge, and school-based literacy outcomes (reading and writing). Both literacy experience and preliteracy knowledge at age 4 significantly and independently predicted literacy at age 7. Both measures also showed genetic influence that significantly predicted literacy at age 7, although genetic mediation was stronger for preliteracy knowledge than for early literacy experience. However, for both measures, shared environmental factors explained most of the association with literacy at age 7.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1111/j.1467-9280.2005.01627.x

Related URLs:

Departments, Centres and Research Units:

Politics > Political Economy Research Centre

Dates:

DateEvent
10 November 2005Published

Item ID:

21264

Date Deposited:

22 Sep 2017 15:54

Last Modified:

03 Oct 2017 10:40

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/21264

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