Portions of this article were presented at the biennial meetings of the Society for Research in Child Development in Atlanta, GA (April 2005) and in Boston, MA (March 2007). We are grateful to the parents of the twins in the Quebec Newborn Twin Study. We also thank Hélène Paradis and Bei Feng for their assistance in data management and preparation, and Jocelyn Malo for coordinating the data collection. This research was supported by grants awarded from Health Canada, the Social Sciences and Humanities Research Council of Canada (SSHRC), the Canadian Institutes of Health Research, the Canada Research Chair Program, the Fonds québécois de la recherche sur la société et la culture (FQRSC), the Québec Ministry of Health and Social Services, and the Fonds de la recherche en santé du Québec. Jean-Pascal Lemelin was supported by postdoctoral fellowships from the FQRSC and the SSHRC.
The Genetic–Environmental Etiology of Cognitive School Readiness and Later Academic Achievement in Early Childhood
Article first published online: 3 NOV 2007
Volume 78, Issue 6, pages 1855–1869, November/December 2007
How to Cite
Lemelin, J.-P., Boivin, M., Forget-Dubois, N., Dionne, G., Séguin, J. R., Brendgen, M., Vitaro, F., Tremblay, R. E. and Pérusse, D. (2007), The Genetic–Environmental Etiology of Cognitive School Readiness and Later Academic Achievement in Early Childhood. Child Development, 78: 1855–1869. doi: 10.1111/j.1467-8624.2007.01103.x
- Issue published online: 3 NOV 2007
- Article first published online: 3 NOV 2007
Using a genetic design of 840 60-month-old twins, this study investigated the genetic and environmental contributions to (a) individual differences in four components of cognitive school readiness, (b) the general ability underlying these four components, and (c) the predictive association between school readiness and school achievement. Results revealed that the contribution of the shared environment for cognitive school readiness was substantial. Genetic effects were more important for the core abilities underlying school readiness than for each specific skill, although shared environment remained the largest factor overall. Genetic, shared, and nonshared environmental factors all accounted for the predictive association between school readiness and early school achievement. These results contribute to a better understanding of the early determinants of school readiness.