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Autor/inn/enErbeli, Florina; Hart, Sara A.; Taylor, Jeanette
TitelGenetic and Environmental Influences on Achievement Outcomes Based on Family History of Learning Disabilities Status
QuelleIn: Journal of Learning Disabilities, 52 (2019) 2, S.135-145 (11 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Erbeli, Florina)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0022-2194
DOI10.1177/0022219418775116
SchlagwörterGenetics; Environmental Influences; Academic Achievement; Outcomes of Education; Genealogy; Family Characteristics; Learning Disabilities; Etiology; Twins; Reading Comprehension; Spelling; Mathematics Skills; Florida
AbstractA risk to develop a learning disability has been shown to run in families. Having a positive family history of learning disability seems to account for mean differences in achievement outcomes (reading, math) in that children with a positive family history score significantly lower compared to their peers with no such family history. However, the role of family history status in explaining etiological (genetic and environmental) differences among these subgroups of children has yet to be established. The present study of 872 twins (M[subscript age] = 13.30, SD[subscript age] = 1.40) from the Florida Twin Project on Reading, Behavior, and Environment utilized a multigroup approach to examine etiological differences on reading, spelling, and math among two subgroups defined by family history status. Results showed significant mean differences on all achievement outcomes, aside from math; however, no significant etiological differences on any achievement outcome were found among the two subgroups. Results support previous literature that the risk for developing a learning disability is transmitted through a family, but this is seemingly not manifested by differential etiology. (As Provided).
AnmerkungenSAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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