A Multivariate Twin Study of Early Literacy in Japanese "Kana"

Autor/inn/en	Fujisawa, Keiko K.; Wadsworth, Sally J.; Kakihana, Shinichiro; Olson, Richard K.; DeFries, John C.; Byrne, Brian; Ando, Juko
Titel	A Multivariate Twin Study of Early Literacy in Japanese "Kana"
Quelle	In: Learning and Individual Differences, 24 (2013), S.160-167 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2012.12.018
Schlagwörter	Twins; Preschool Children; Emergent Literacy; Early Reading; Japanese; Genetics; Environmental Influences; Individual Differences; Prereading Experience; Phonological Awareness; Phoneme Grapheme Correspondence; Receptive Language; Visual Perception; Repetition; Multivariate Analysis; Factor Analysis; Correlation; Foreign Countries + Suchen Sie Ihr Suchwort? Twin; Zwilling; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Frühlesen; Japaner; Japanisch; Humangenetik; Environmental influence; Umwelteinfluss; Individueller Unterschied; Rezeptive Kommunikationsfähigkeit; Visuelle Wahrnehmung; Wiederholung; Multivariate Analyse; Faktorenanalyse; Korrelation; Ausland
Abstract	This first Japanese twin study of early literacy development investigated the extent to which genetic and environmental factors influence individual differences in prereading skills in 238 pairs of twins at 42 months of age. Twin pairs were individually tested on measures of phonological awareness, "kana" letter name/sound knowledge, receptive vocabulary, visual perception, nonword repetition, and digit span. Results obtained from univariate behavioral-genetic analyses yielded little evidence for genetic influences, but substantial shared-environmental influences, for all measures. Phenotypic confirmatory factor analysis suggested three correlated factors: phonological awareness, letter name/sound knowledge, and general prereading skills. Multivariate behavioral genetic analyses confirmed relatively small genetic and substantial shared environmental influences on the factors. The correlations among the three factors were mostly attributable to shared environment. Thus, shared environmental influences play an important role in the early reading development of Japanese children. (Contains 7 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10