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

Full text not available from this repository.

Abstract

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
Schools and Departments: School of Psychology > Psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology > BF0712 Developmental psychology Including infant psychology, child psychology, adolescence, adulthood
Depositing User: Bonamy Oliver
Date Deposited: 05 Mar 2013 12:35
Last Modified: 05 Mar 2013 12:35
URI: http://sro.sussex.ac.uk/id/eprint/43870
📧 Request an update