Exploring How Nature and Nurture Affect the Development of Reading: An Analysis of the Florida Twin Project on Reading

Autor/inn/en	Hart, Sara A.; Logan, Jessica A. R.; Soden-Hensler, Brooke; Kershaw, Sarah; Taylor, Jeanette; Schatschneider, Christopher
Titel	Exploring How Nature and Nurture Affect the Development of Reading: An Analysis of the Florida Twin Project on Reading
Quelle	In: Developmental Psychology, 49 (2013) 10, S.1971-1981 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0031348
Schlagwörter	Nature Nurture Controversy; Twins; Reading Skills; Reading Fluency; Individual Development; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Elementary School Students; Genetics; Environmental Influences; Statistical Analysis; Correlation; Models; Progress Monitoring; Florida; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Umweltdebatte; Twin; Zwilling; Reading skill; Lesefertigkeit; Individuelle Entwicklung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Humangenetik; Environmental influence; Umwelteinfluss; Statistische Analyse; Korrelation; Analogiemodell
Abstract	Research on the development of reading skills through the primary school years has pointed to the importance of individual differences in initial ability as well as the growth of those skills. Additionally, it has been theorized that reading skills develop incrementally. The present study examined the genetic and environmental influences on 2 developmental models representing these parallel ideas, generalizing the findings to explore the processes of reading development. Participants were drawn from the Florida Twin Project on Reading, with a total of 2,370 pairs of twins representative of the state of Florida. Twins' oral reading fluency scores from school progress monitoring records collected in the fall of Grades 1-5 were used to model development. Results suggested that genetic influences on the development of reading are general, shared across the early school years, as well as novel, with new genetic influences introduced at each of the first 3 years of school. The shared environment estimates suggest a pattern of general influences only, suggesting environmental effects that are moderate and stable across development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01