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1.
Genetic and Environmental Etiologies of the Longitudinal Relations Between Prereading Skills and Reading 
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下载免费PDF全文 Micaela E. Christopher Jacqueline Hulslander Brian Byrne Stefan Samuelsson Janice M. Keenan Bruce Pennington John C. DeFries Sally J. Wadsworth Erik Willcutt Richard K. Olson 《Child development》2015,86(2):342-361
The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post‐first grade (M = 7.4 years), and post‐fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print knowledge, rapid naming, phonological awareness, vocabulary, and verbal memory) were primarily responsible for relations with word reading and spelling. However, relations with post‐fourth‐grade reading comprehension were due to both genetic and shared environmental influences. Genetic and shared environmental influences that were common among the prereading variables covaried with reading and spelling, as did genetic influences unique to verbal memory (only post‐fourth‐grade comprehension), print knowledge, and rapid naming. 相似文献
2.
Stefan Samuelsson Richard Olson Sally Wadsworth Robin Corley John C. DeFries Erik Willcutt Jacqueline Hulslander Brian Byrne 《Reading and writing》2007,20(1-2):51-75
Genetic and environmental influences on prereading skills in preschool and on early reading and spelling development at the
end of kindergarten were compared among samples of identical and fraternal twins from the U.S. (Colorado), Australia, and
Scandinavia. Mean comparisons revealed significantly lower preschool print knowledge in Scandinavia, consistent with the relatively
lower amount of shared book reading and letter-based activities with parents, and lack of emphasis on print knowledge in Scandinavian
preschools. The patterns of correlations between all preschool environment measures and prereading skills within the samples
were remarkably similar, as were the patterns of genetic, shared environment, and non-shared environment estimates: in all
samples, genetic influence was substantial and shared environment influence was relatively weak for phonological awareness,
rapid naming, and verbal memory; genetic influence was weak, and shared environment influence was relatively strong for vocabulary
and print knowledge. In contrast, for reading and spelling assessed at the end of kindergarten in the Australian and U.S.
samples, there was some preliminary evidence for country differences in the magnitude of genetic and environmental influences.
We argue that the apparently higher genetic and lower shared environment influence in the Australian sample was related to
a greater emphasis on formal reading instruction, resulting in more advanced reading and spelling skills at the end of kindergarten,
and thus there was greater opportunity to observe genetic influences on response to systematic reading instruction among the
Australian twins. 相似文献
3.
Tomohiro Inoue George K. Georgiou Rauno Parrila John R. Kirby 《Scientific Studies of Reading》2018,22(4):273-288
We examined the developmental relationships between home literacy environment (parent teaching, shared book reading) and emergent literacy skills (phonological awareness, letter knowledge, vocabulary, rapid naming speed) in kindergarten, reading accuracy and fluency in Grade 1, and reading comprehension in Grades 2 and 3 in a sample of Canadian children learning to read English (N = 214). Results from a latent variable model showed that parent teaching predicted letter knowledge and phonological awareness, and shared book reading predicted vocabulary and rapid naming speed after controlling for family socioeconomic status. Moreover, both parent teaching and shared book reading contributed indirectly to reading accuracy and fluency in Grade 1, which then mediated the effects of home literacy environment on reading comprehension in Grades 2 and 3. The results suggest that the effects of home literacy environment on later reading development are distributed via more pathways than previously thought. 相似文献
4.
Coventry WL Byrne B Olson RK Corley R Samuelsson S 《Journal of learning disabilities》2011,44(4):322-329
The genetic and environmental overlap between static and dynamic measures of preschool phonological awareness (PA) and their relation to preschool letter knowledge (LK) and kindergarten reading were examined using monozygotic and dizygotic twin children (maximum N = 1,988). The static tests were those typically used to assess a child's current level of PA such as blending and elision, and the dynamic test included instruction in phoneme identity to assess the child's ability to respond to this instruction. Both forms were influenced by genes and by shared and nonshared environment. The static and dynamic versions were influenced by the same genes, and part of the total genetic influence was shared with LK. They were subject to both overlapping and independent shared environment influences, with the component in common also affecting LK. Nonshared environment influences were mostly independent. Scores from dynamic assessment added only minimally to variance explained in kindergarten reading after LK and static assessment had been factored in. Although one of the genetic factors that influenced both forms of PA also affected kindergarten reading, it was only the one shared with LK. The authors conclude that dynamic assessment of PA in preschool offers little advantage over the more commonly used static forms, especially if LK scores are available, although they acknowledge its potential in cases of preschool educational disadvantage. 相似文献
5.
《Scientific Studies of Reading》2013,17(4):367-399
In this 2-year longitudinal study the developmental relationships among letter knowledge, phonological awareness, rapid naming, and task orientation were examined, and linguistic-motivational pathways of word reading acquisition were traced from kindergarten to Grade 1 by means of structural equation modeling. The participants were 100 Finnish-speaking nonreaders. Results showed that kindergarten (5–6 years) letter knowledge predicted subsequent preschool (6–7 years) phonological awareness and task orientation. RAN was a unique longitudinal and concurrent predictor of word recognition, suggesting that rapid naming provides a reliable prediction of prospective word reading ability at least in a transparent language. Controlling for phonological awareness and rapid naming, task orientation contributed uniquely to the prediction of word reading competence, suggesting that motivational and linguistic factors are both at work as children face the gradually growing demands of learning to read and write in Grade 1. 相似文献
6.
Phonological awareness has been found to be strongly related to spelling. Findings on the relations between rapid‐naming and spelling are less consistent and have been suggested to be shared with speed of processing. This study set out to examine these relations in spelling and reading of Hebrew. Children attending the regular educational system were followed longitudinally (N = 70): phonological awareness, rapid‐naming and speed of processing were tested in kindergarten and in grade 1, and spelling and reading were tested in grade 2. Kindergarten and grade 1 rapid‐naming predicted spelling and word reading, and grade 1 phonological awareness predicted spelling, word reading and decoding. Speed of processing was an insignificant predictor. The findings extend the role of phonological awareness in spelling to an orthography with partial phonological representations and concurrently suggest weak relations. The results further suggest a link between rapid‐naming and orthographic knowledge, which may not be explained by shared variance with speed of processing. 相似文献
7.
Brian Byrne Stefan Samuelsson Sally Wadsworth Jacqueline Hulslander Robin Corley John C. DeFries Peter Quain Erik G. Willcutt Richard K. Olson 《Reading and writing》2007,20(1-2):77-102
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. 相似文献
8.
Franklin R. Manis Kim A. Lindsey Caroline E. Bailey 《Learning disabilities research & practice》2004,19(4):214-224
Development of English‐ and Spanish‐reading skills was explored in a sample of 251 Spanish‐speaking English‐language learners from kindergarten through Grade 2. Word identification and reading comprehension developed at a normal rate based on monolingual norms for Spanish‐ and English‐speaking children, but English oral language lagged significantly behind. Four categories of predictor variables were obtained in Spanish in kindergarten and in English in first grade: print knowledge, expressive language (as measured by vocabulary and sentence repetition tasks), phonological awareness, and rapid automatic naming (RAN). Longitudinal regression analyses indicated a modest amount of cross‐language transfer from Spanish to English. Hierarchical regression analyses indicated that developing English‐language skills (particularly phonological awareness and RAN) mediated the contribution of Spanish‐language variables to later reading. Further analyses revealed stronger within‐ than cross‐language associations of expressive language with later reading, suggesting that some variables function cross‐linguistically, and others within a particular language. Results suggest that some of the cognitive factors underlying reading disabilities in monolingual children (e.g., phonological awareness and RAN) may be important to an understanding of reading difficulties in bilingual children. 相似文献
9.
Autumn L. McIlraith Language Reading Research Consortium 《Journal of Research in Reading》2018,41(1):79-96
Predictors of early word reading are well established. However, it is unclear if these predictors hold for readers across a range of word reading abilities. This study used quantile regression to investigate predictive relationships at different points in the distribution of word reading. Quantile regression analyses used preschool and kindergarten measures of letter knowledge, phonological awareness, rapid automatised naming, sentence repetition, vocabulary and mother's education to predict first‐grade word reading. Predictors generally varied in significance across levels of word reading. Notably, rapid automatised naming was a significant unique predictor for average and good readers but not poor readers. Letter knowledge was generally a stronger unique predictor for poor and average readers than good readers. Well‐known word reading predictors varied in significance at different points along the word reading distribution. Results have implications for early identification and statistical analyses of reading‐related outcomes. What is already known about this topic
- Early predictors of word reading are well established, with letter knowledge, phonological awareness and rapid automatised naming identified as key predictors.
- These relationships are primarily investigated in average readers, or in groups of good and poor readers separated by an arbitrary cut‐off score.
- In this study, we used quantile regression to determine significant predictors of word reading across a range of word reading abilities.
- The quantile regression approach avoids the loss of power that can arise when creating subgroups and has none of the issues associated with the use of a single, arbitrary cut-off score to separate good and poor readers.
- Letter knowledge and phonological awareness were significantly predictive of word reading across the distribution of word reading abilities, whereas rapid automatised naming was significant only for good readers, and sentence recall was significant only for poor readers.
- Results reinforce the usefulness of measures such as letter knowledge, phonological awareness and sentence repetition in the early identification of children at risk for reading disabilities.
- Results also suggest that measures of rapid naming may add little unique information in differentiating between children who subsequently read in the below‐average range.
10.
Brooke Soden-Hensler Jeanette Taylor Christopher Schatschneider 《Scientific Studies of Reading》2013,17(5):457-474
Understanding how the etiology of print awareness and phonological awareness are related to the etiology of decoding can provide insights into the development of word reading. To address this issue, we examined the degree of overlap among etiological influences of prereading skills in 1,252 twin pairs in kindergarten. Genetic, shared environmental, and nonshared environmental factors were significant for all three literacy phenotypes. The majority of genetic and shared environmental influence on decoding was due to common factors that included print awareness and phonological awareness. Notably, only a single genetic factor contributed to all three literacy phenotypes, but there was additional shared environmental influence common to phonological awareness and decoding. Findings suggest commonalities in the etiology of prereading literacy skills that could inform work on the development of reading skill. 相似文献
11.
The existence and stability of subgroups among adult dyslexic readers of a shallow orthography was explored by comparing three different cluster analyses based on previously suggested combinations of two variables. These were oral reading speed versus accuracy, word versus pseudoword reading speed, and phonological awareness versus rapid naming. The three analyses were conducted with the same group of dyslexic adults. Each analysis produced three subgroups, corresponding to ones previously suggested in the literature. However, the subgroups had only little overlap from one analysis to another. Each clustering produced somewhat different subgroup profiles in phonological processing, reading, intelligence, temporal acuity, and sensory short-term memory. However, the shared difficulties of the solutions in several language-related and sensory tasks suggest the conclusion that developmental dyslexia does not causally consist of subgroups, at least in shallow orthographies. Further, the shared sensory difficulties suggest that impaired temporal acuity and sensory short-term memory may reflect the severity of a primary disorder that dyslexic readers cannot compensate by strategies. 相似文献
12.
Brian Byrne Cara Delaland Ruth Fielding-Barnsley Peter Quain Stefan Samuelsson Torleiv Høien Robin Corley John C. DeFries Sally Wadsworth Erik Willcutt Richard K. Olson 《Annals of dyslexia》2002,52(1):47-73
We have initiated parallel longitudinal studies in Australia (Byrne, PI), the United States (Olson, PI), and Norway (Samuelsson,
PI) of identical and fraternal twins who are being tested in preschool for prereading skills, and in kindergarten, first grade,
and second grade for the development of early reading, spelling, and related cognitive skills. Comparisons of the similarities
of identical and fraternal twins will reveal the relative influence of genetic, shared family environment, and nonshared environment
on individual differences at and across different stages of development. Family and twin-specific environmental information
is also being directly assessed through parent questionnaires and observations by testers. Most of the data collected so far
have been from preschool twins (146 in Australia, 284 in the United States, and 70 in Norway). Preliminary analyses for the
preschool cognitive measures showed reliable genetic influences on phonological awareness and several measures of memory and
learning. In contrast, vocabulary, grammar, and morphology showed significant shared environment and negligible genetic effects.
A print knowledge composite showed both genetic and shared environment influence. 相似文献
13.
Jason M. Nelson Jennifer H. Lindstrom Will Lindstrom Daniel Denis 《Exceptionality》2013,21(3):179-196
We investigated various structural models of phonological processing and the relationship of phonological processing abilities to basic reading. Data were collected on 116 kindergarten and first grade students. The specific ability model, which included phonological awareness, phonological memory, and rapid automatized naming as separate abilities, had the strongest fit to the data. Of the specific phonological processing abilities, rapid automatized naming was least associated with a second-order factor. Phonological awareness and rapid automatized naming accounted for variance in word reading, although the latter demonstrated limited practical utility. Theoretical and practical implications are discussed. 相似文献
14.
Concurrent relationships among measures of naming speed, phonological awareness, orthographic skill, and other reading subskills were explored in a representative sample of second graders. Hierarchical regression analyses revealed that naming speed, as measured by the the rapid automatized naming (RAN) task, accounted for a sizable amount of unique variance in reading with vocabulary and phonemic awareness partialled out. The unique contribution of naming speed to reading was relatively stronger for orthographic skills, whereas the contribution of phonemic skills was stronger for nonword decoding. In further analyses, marked difficulties on a range of reading tasks, including orthographic processing, were seen in a subgroup with a double deficit (slow naming speed and low phonemic awareness) but not in groups with only a single deficit. These findings are broadly consistent with Bowers and Wolf's (1993a, 1993b; Wolf & Bowers, 1999) double-deficit hypothesis of reading disability. 相似文献
15.
Nathlie A. Badian 《Annals of dyslexia》1994,44(1):1-25
Because of the research demonstrating the roles of phonological awareness, serial naming speed, and orthographic processing
in reading, a test of each of these skills was added to a preschool screening battery. The main aim of the study was to determine
whether these measures would contribute to the prediction of reading. The 118 subjects were first tested six months before
kindergarten entry and were followed up 19 and 24 months later. Each additional screening test made a significant, independent
contribution to the prediction of early first grade word reading/spelling, after the contributions of a parent rating of preschool
reading ability (PRA), verbal IQ, socio-economic status (SES), and chronological age were accounted for. With letter naming
and PRA, the additional tests were responsible for 62 percent of the variance. The orthographic test made the largest single
contribution (32%) to the variance in word reading/spelling.
Variables contributing significantly to the prediction of later first grade reading comprehension were (in order of proportion
of the variance accounted for) letter naming, sentence memory, object naming speed, the orthographic test, and SES. The revised
preschool screening battery correctly identified 91 percent of individual first grade good and poor readers. It was concluded
that preschool measures of phonological awareness, serial naming speed, and orthographic processing make a strong contribution
to prediction of first grade reading. 相似文献
16.
Hugh W. Catts Autumn McIlraith Mindy Sittner Bridges Diane Corcoran Nielsen 《Reading and writing》2017,30(3):613-629
Participants were administered multiple measures of phonological awareness, oral language, and rapid automatized naming at the beginning of kindergarten and multiple measures of word reading at the end of second grade. A structural equation model was fit to the data and latent scores were used to identify children with a deficit in phonological awareness alone or in combination with other kindergarten deficits. Children with a deficit in phonological awareness in kindergarten were found to be five times more likely to have dyslexia in second grade than children without such a deficit. This risk ratio substantially increased with the addition of deficits in both oral language and rapid naming. Whereas children with one or more kindergarten deficits were at heighten risk for dyslexia, some of these children were found to be adequate or better readers. These results are discussed within a multifactorial model of dyslexia that includes both risk and protective factors. 相似文献
17.
Laura M. Steacy John R. Kirby Rauno Parrila Donald L. Compton 《Scientific Studies of Reading》2014,18(4):255-273
The Double Deficit Hypothesis of dyslexia is one approach to classifying students with reading disabilities. The theory offers four distinct groups of readers: (a) average readers, (b) students with phonological deficits, (c) students with naming speed deficits, and (d) students with double deficits: those having both (b) and (c). This study examines the stability of these groups from kindergarten to second grade. An initial sample of 214 students were tested at four time points on measures of rapid automatized naming, phonological awareness, and reading. Latent transition analyses were used to examine the stability of these groups over time. These analyses indicated moderate stability from kindergarten to second grade with the probability of movement between groups being higher in kindergarten and early first grade. The groups differed in reading achievement at each testing time, with the double deficit group obtaining the lowest scores. Implications for early assessment and intervention are discussed. 相似文献
18.
Measures of Chinese character/English word recognition, phonological awareness, speeded naming, visual-spatial skill, and processing speed were administered to 190 kindergarten students in Hong Kong and 128 kindergarten and grade 1 students in the United States. Across groups, the strongest predictor of reading itself was phonological awareness; visual processing did not predict reading. For both groups, speed of processing strongly predicted speeded naming, visual processing, and phonological awareness. Despite diversities of culture, language, and orthography to be learned, models of early reading development were remarkably similar across cultures and first and second language orthographies. 相似文献
19.
Jan Carol Näslund Wolfgang Schneider 《European Journal of Psychology of Education - EJPE》1991,6(4):375-392
This study addresses the longitudinal relationship among verbal ability, memory capacity, phonological awareness, and reading performance. Data from 92 German children were used to explore the exact relation among these variables. Indicators of verbal ability, memory capacity, and phonological awareness were assessed in kindergarten and again after the first grade. The interrelationships among these factors, and the subsequent influence they have on decoding speed and reading comprehension during the second grade were examined via structural equation modeling procedures. Overall, the results of the longitudinal analyses show that the relationship of memory capacity and phonological awareness remains stable over time, and that memory capacity predicts performance on phonological awareness tasks in both kindergarten and second grade. Phonological awareness proved to be a significant predictor of decoding speed, which in turn considerably influenced reading comprehension. 相似文献
20.
Petrill SA Deater-Deckard K Thompson LA Dethorne LS Schatschneider C 《Journal of learning disabilities》2006,39(1):48-55
The present study combined parallel data from the Northeast-Northwest Collaborative Adoption Projects (N2CAP) and the Western Reserve Reading Project (WRRP) to examine sibling similarity and quantitative genetic model estimates for measures of reading skills in 272 school-age sibling pairs from three family types (monozygotic twins, dizygotic twins, and unrelated adoptive siblings). The study included measures of letter and word identification, phonological awareness, phonological decoding, rapid automatized naming, and general cognitive ability. Estimates of additive genetic effects and shared environmental effects were moderate and significant. Furthermore, shared environmental effects estimated in twins were generally similar in magnitude to adoptive sibling correlations, suggesting highly replicable estimates across different study designs. 相似文献