The structure of genetic influences on general cognitive, language, phonological, and reading abilities

Bibliographic Data

ID9786595
AuthorsBettina Hohnen (University College London, corresponding author), Jim Stevenson (0009-0001-9280-1571)
Year1999
Volume35
Issue2
Pages590-603
Publication date1999-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueDevelopmental Psychology (JOURNAL)
Journal identifiersISSN: 0012-1649 • E-ISSN: 1939-0599
PublisherAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/0012-1649.35.2.590
PMID10082029
OpenAlexW4241934389
LanguageEN
Citations received10
References cited4

The etiology of individual differences in literacy, phonological awareness, and language ability is reported in 126 pairs of monozygotic and dizygotic twins. At age 6 and 7 years, more than 60% of the variance in literacy was heritable. Heritabilities for 6- and 7-year-olds were .52 and .62, respectively, for phonological awareness and .43 and .50, respectively, for language ability. After genetic effects on IQ were controlled, a separate genetic influence was identified that acted on literacy, phonological awareness, and language. No genetic link between phonological awareness and literacy independent of general language ability was found; such covariance was mediated through environmental influences. Individual differences in literacy ability are substantially influenced by genetic factors, some of which also act on phonological awareness and general language ability

Biology · Cognition · Cognitive psychology · Developmental psychology · Dizygotic twin · Heritability · Linguistics · Literacy · Phonemic awareness · Phonological awareness · Phonology · Reading (process · Twin study · Child Development and Digital Technology · Cognitive Abilities and Testing · Genetics · Psychology · Reading and Literacy Development

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