Genes, Environment, and the Development of Orthographic Skills

Abstract

selectively review earlier research and present new behavioral-genetic evidence on the degree of developmental independence between disabled readers' skills in the indirect (phonological) and direct (orthographic) routes for the identification of printed words present evidence from identical and fraternal twins concerning the balance of genetic and environmental influences on [individual differences in] disabled readers' deficits in word recognition, orthographic coding, phonological coding, and phonological awareness / a series of bivariate analyses will assess the degree to which the correlated deficits in different skills are due to the same genes (PsycINFO Database Record (c) 2016 APA, all rights reserved)