Literaturnachweis - Detailanzeige
Autor/inn/en | Daucourt, Mia C.; Erbeli, Florina; Little, Callie W.; Haughbrook, Rasheda; Hart, Sara A. |
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Titel | A Meta-Analytical Review of the Genetic and Environmental Correlations between Reading and Attention-Deficit/Hyperactivity Disorder Symptoms and Reading and Math |
Quelle | In: Scientific Studies of Reading, 24 (2020) 1, S.23-56 (34 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Erbeli, Florina) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1088-8438 |
DOI | 10.1080/10888438.2019.1631827 |
Schlagwörter | Learning Problems; Attention Deficit Hyperactivity Disorder; Reading Skills; Mathematics Skills; Correlation; Elementary Secondary Education; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Symptoms (Individual Disorders); Genetic Disorders; Environmental Influences; At Risk Persons; Reading Difficulties; Age Differences; Racial Differences; Ethnicity Lernproblem; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Korrelation; 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; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Psychiatrische Symptomatik; Environmental influence; Umwelteinfluss; Risikogruppe; Reading difficulty; Leseschwierigkeit; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Ethnizität |
Abstract | According to the Multiple Deficit Model, comorbidity results when the genetic and environmental risk factors that increase the liability for a disorder are domain-general. In order to explore the role of domain-general etiological risk factors in the co-occurrence of learning-related difficulties, the current meta-analysis compiled 38 studies of third- through ninth-grade children to estimate the average genetic, shared environmental, and nonshared environmental correlations between reading and attention-deficit/hyperactivity disorder (ADHD) symptoms, and reading and math, as well as their potential moderators. Results revealed average genetic, shared and nonshared environmental correlations between reading and ADHD symptoms of 0.42, 0.64, and 0.20, and reading and math of 0.71, 0.90, and 0.56, suggesting that reading and math may have more domain-general risk factors than reading and ADHD symptoms. A number of significant sources of heterogeneity were also found and discussed. These results have important implications for both intervention and classification of learning disabilities. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |