Examining Associations among ADHD, Homework Behavior, and Reading Comprehension: A Twin Study

Autor/inn/en	Little, Callie W.; Hart, Sara A.; Schatschneider, Christopher; Taylor, Jeanette
Titel	Examining Associations among ADHD, Homework Behavior, and Reading Comprehension: A Twin Study
Quelle	In: Journal of Learning Disabilities, 49 (2016) 4, S.410-423 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219414555715
Schlagwörter	Attention Deficit Hyperactivity Disorder; Homework; Reading Comprehension; Correlation; Student Behavior; Genetics; Environmental Influences; Twins; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Achievement Tests; Standardized Tests; State Standards; Likert Scales; Questionnaires; Florida; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Hausaufgabe; Leseverstehen; Korrelation; Student behaviour; Schülerverhalten; Humangenetik; Environmental influence; Umwelteinfluss; Twin; Zwilling; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Likert-Skala; Fragebogen
Abstract	Previous literature has indicated an important association between reading comprehension and both attention-deficit/hyperactivity disorder (ADHD) and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence reading comprehension. Using a genetically sensitive design, this study examined the genetic and environmental influences on and between ADHD, homework behavior and reading comprehension. Participants for this study included 691 twin pairs (351 monozygotic, 340 same-sex dizygotic) from the Florida Twin Project on Behavior and Environment (FTP-BE) and 2647 twin pairs (865 monozygotic, 1782 dizygotic) from the larger Florida Twin Project on Reading (FTP-R) in Grades 3 through 7. Three separate models, each representing a different definition of ADHD (full ADHD, inattention only, and hyperactivity/impulsivity only), showed similar patterns of results; therefore, results of the full ADHD model are discussed. Overlapping genetic influences were found between ADHD, homework behavior, and reading comprehension, but no shared environmental influences among all three. However, shared environmental influences overlapped between homework behavior and reading comprehension. Although the sources of this environmental overlap are unknown, these results have implications for improving homework practices and their subsequent influence on literacy skills through homework environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01