Reading Is In The Genes
New research published in the Journal of Research in Reading suggests that genetics has far more to do with reading ability than previously thought.
“Analyses indicated a strong genetic influence on preschool phonological awareness, rapid naming and verbal memory. Print awareness, vocabulary and grammar/morphology were subject primarily to shared environment effects. There were significant genetic and shared environment correlations among the preschool traits. Kindergarten reading, phonological awareness and rapid naming were primarily affected by genes, and spelling was equally affected by genes and shared environment. Multivariate analyses revealed genetic and environmental overlap and independence among kindergarten variables. Longitudinal analyses showed genetic continuity as well as change in phonological awareness and rapid naming across the 2 years. Relations among the preschool variables of print awareness, phonological awareness and rapid naming and kindergarten reading were also explored in longitudinal analyses.“
The implications of this are both reassuring and worrying. We could focus teaching resources on those with the weakest ‘reading genes’ but this will involve genetically screening kindergarden child. In effect children will be streamed according to their genes right from the start of their education. The emphasis could also be reversed so that those with the weakest genes receive less resources because ‘they are not worth teaching’. Such predetermination based on genes can lead us into a Brave New World.
Genetic and environmental influences on early literacy
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