Longitudinal Twin Study of Early Literacy Development: Preschool through Grade 1

Autor/inn/en	Byrne, Brian; Samuelsson, Stefan; Wadsworth, Sally; Hulslander, Jacqueline; Corley, Robin; DeFries, John C.; Quain, Peter; Willcutt, Erik G.; Olson, Richard K.
Titel	Longitudinal Twin Study of Early Literacy Development: Preschool through Grade 1
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 20 (2007) 1-2, S.77-102 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-006-9019-9
Schlagwörter	Longitudinal Studies; Emergent Literacy; Preschool Children; Kindergarten; Foreign Countries; Grade 1; Spelling; Reading Comprehension; Genetics; Literacy Education; Twins; Word Recognition; Reading Skills; Memory; Learning Processes; Environmental Influences; Cross Cultural Studies; Australia; Colorado; United States + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Schreibweise; Leseverstehen; Humangenetik; Twin; Zwilling; Worterkennung; Reading skill; Lesefertigkeit; Gedächtnis; Learning process; Lernprozess; Environmental influence; Umwelteinfluss; Cultural comparison; Kulturvergleich; Australien; USA
Abstract	Grade 1 literacy skills of twin children in Australia (New South Wales) and the United States (Colorado) were explored in a genetically sensitive design (N = 319 pairs). Analyses indicated strong genetic influence on word and nonword identification, reading comprehension, and spelling. Rapid naming showed more modest, though reliable, genetic influence. Phonological awareness was subject to high nonshared environment and no reliable genetic effects, and individual measures of memory and learning were also less affected by genes than nonshared environment. Multivariate analyses showed that the same genes affected word identification, reading comprehension, and spelling. Country comparisons indicated that the patterns of genetic influence on reading and spelling in Grade 1 were similar, though for the U.S. but not the Australian children new genes came on stream in the move from kindergarten to Grade 1. We suggest that this is because the more intensive kindergarten literacy curriculum in New South Wales compared with Colorado, consistent with the mean differences between the two countries, means that more of the genes are "online" sooner in Australia because of accelerated overall reading development. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10