The genetic and environmental etiologies of individual differences in printed word recognition and related skills were explored in 440 identical and fraternal twin pairs between 8 and 18 years of age. A theoretically driven measurement model identified five latent variables: IQ, phoneme awareness, word recognition, phonological decoding, and orthographic coding. Cholesky decomposition models on these five latent constructs revealed the existence of both common and independent genetic effects, as well as non-shared environmental influences. There was evidence for moderate genetic influences common between IQ, phoneme awareness, and word-reading skills, and for stronger IQ-independent genetic influences that were common between phoneme awareness and word-reading skills, particularly phonological decoding. Phonological and orthographic coding skills in word recognition had both significant common and significant independent genetic influences, with implications for "dual-route" and "connectionist" reading models, subtypes of reading disabilities, and the remediation of reading disabilities.
Copyright 2003 Elsevier Science (USA)