From Learning to Read to Reading to Learn: Substantial and Stable Genetic Influence

Autor/inn/en	Harlaar, Nicole; Dale, Philip S.; Plomin, Robert
Titel	From Learning to Read to Reading to Learn: Substantial and Stable Genetic Influence
Quelle	In: Child Development, 78 (2007) 1, S.116-131 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2007.00988.x
Schlagwörter	Early Reading; Environmental Influences; Reading Ability; Reading Achievement; National Curriculum; Genetics; Children; Elementary School Students; Twins; Student Evaluation; Longitudinal Studies; Child Development; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Frühlesen; Environmental influence; Umwelteinfluss; Reading competence; Lesekompetenz; Leseleistung; Humangenetik; Child; Kind; Kinder; Twin; Zwilling; Schulnote; Studentische Bewertung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kindesentwicklung; Ausland; Großbritannien
Abstract	Little is known about the underlying causes and developmental patterns of stability and change in early reading abilities. In a longitudinal study of twins (n=4,291 pairs), individual differences in reading achievement assessed by teachers using U.K. National Curriculum (NC) criteria showed substantial heritabilities at ages 7, 9, and 10 years (0.57-0.67) and modest shared environmental influences (0.10-0.17). Stability in NC scores was primarily mediated genetically. There was also evidence for age-specific genetic influences at each age. Genetic influences on reading are substantial and stable during the elementary school years despite the shift from "learning to read" to "reading to learn." (Author).
Anmerkungen	Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10