共查询到20条相似文献，搜索用时 31 毫秒
1.
Chayna J. Davis Valerie S. Knopik Richard K. Olson Sally J. Wadsworth John C. DeFries 《Annals of dyslexia》2001,51(1):231-247
The present study assesses the genetic and environmental etiologies of reading, rapid naming (RN), and their covariation by
fitting multivariate structural equation models to data from 587 twin pairs in which at least one member of the pair exhibited
reading difficulties (low-range) and from 360 control (normal-range) twin pairs who were tested in the Colorado Learning Disabilities
Research Center. Results from a bivariate phenotypic analysis with two hypothesized latent factors, READ and RN, indicated
that the correlation between reading and rapid naming performance for the low-range sample was significantly higher than that
of the normal-range sample. When this model was partitioned to include estimates of genetic, shared environmental, and nonshared
environmental influences, resulting heritability estimates did not differ significantly for the low-range and normal-range
samples for either READ or RN. However, similar to the phenotypic correlation, the genetic correlation between the READ and
RN latent factors could not be equated for the two groups. Thus, the etiology of the relationship between reading performance
and rapid naming may differ for children with reading difficulties and normally-achieving readers. Moreover, these results
support previous findings that the best predictors of reading skills may differ for samples of children with normal reading
levels and those with reading difficulties. 相似文献
2.
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
3.
Rebecca S. Betjemann Erik G. Willcutt Richard K. Olson Janice M. Keenan John C. DeFries Sally J. Wadsworth 《Reading and writing》2008,21(5):539-558
Longitudinal twin data were analyzed to investigate the etiology of the stability of genetic and environmental influences
on word reading and reading comprehension, as well as the stability of those influences on their relationship. Participating
twin pairs were initially tested at a mean age of 10.3 years, and retested approximately five years later. Both word reading
and comprehension were found to be highly stable, and genetic influences were primarily responsible for that stability. In
contrast to studies with younger participants, no unique genetic influences were observed at follow-up testing in this older
sample. High genetic correlations were obtained between word reading and reading comprehension at both ages, indicating common
genetic influences. However, significant genetic influence on comprehension was also observed, independent of that on word
reading. Although the phenotypic relation between the two measures appeared to decline across time, the genetic etiology of
this relation was highly stable. 相似文献
4.
In order to assess the etiology of reading disability as a function of mathematics performance, data from 168 monozygotic (MZ) and 127 same-sex dizygotic (DZ) twin pairs in which at least one member of each pair was reading-disabled were subjected to quantitative genetic analyses. MZ and DZ concordance rates for reading disability were computed for different levels of mathematics performance, and reading performance data were fitted to an extension of the basic multiple regression model for the analysis of selected twin data. Results of these analyses suggest that genetic factors may be especially salient as a cause of reading disability in children with borderline deficits in mathematics performance: thus, mathematics performance may be a valid dimension for diagnosing subtypes of reading disability. 相似文献
5.
Micaela E. Christopher Jacqueline Hulslander Brian Byrne Stefan Samuelsson Janice M. Keenan Bruce Pennington 《Scientific Studies of Reading》2013,17(5):350-368
We explored the etiology of individual differences in reading development from post-kindergarten to post–4th grade by analyzing data from 487 twin pairs tested in Colorado. Data from three reading measures and one spelling measure were fit to biometric latent growth curve models, allowing us to extend previous behavioral genetic studies of the etiology of early reading development at specific time points. We found primarily genetic influences on individual differences at post–1st grade for all measures. Genetic influences on variance in growth rates were also found, with evidence of small, nonsignificant, shared environmental influences for two measures. We discuss our results, including their implications for educational policy. 相似文献
6.
To test the hypothesis that the genetic etiology of reading disability differs as a function of IQ, composite reading performance data from 223 pairs of identical twins and 169 pairs of same-gender fraternal twins in which at least one member of each pair was classified with reading disability were subjected to multiple regression analysis (DeFries & Fulker, 1985, 1988). In the total sample, heritability of the group deficit in reading performance (h(g)2) was .58 (+/- .08). However, when the basic regression model was fitted separately to data from twin pairs with average Wechsler (1974, 1981) full scale IQ scores below 100 or 100 and above, resulting estimates of h(g)2 were .43 and .72, respectively, a significant difference (p < or = .03, one-tailed). The results of fitting extended regression models to reading performance and continuous IQ data provide evidence that the genetic etiology of reading disability differs as a linear function of IQ (p < or = .007, one-tailed). These results suggest that IQ is relevant for the diagnosis of reading disability and that environmental influences may be more salient as a cause of reading difficulties in children with lower IQ scores. 相似文献
7.
Astrom RL Wadsworth SJ Olson RK Willcutt EG Defries JC 《Learning and individual differences》2012,22(3):365-369
Reading performance data from 254 pairs of identical (MZ) and 420 pairs of fraternal (DZ) twins, 8.0 to 20.0 years of age, were subjected to multiple regression analyses. An extension of the DeFries-Fulker (DF) analysis (DeFries & Fulker, 1985, 1988) that facilitated inclusion of data from 303 of their nontwin siblings was employed. In addition to providing estimates of heritability, this analysis yields a test of the difference between shared environmental influences for twins versus siblings (Astrom et al., 2011). Results suggest that proband reading deficits are due substantially to genetic factors (.67 ± .07, p < .001), and that shared environmental influences are significantly higher for members of twin pairs than for those of twins and their nontwin siblings (viz., .25 versus .17, p = .02). 相似文献
8.
J. C. Defries Jim Stevenson Jacquelyn J. Gillis Sally J. Wadsworth 《Reading and writing》1991,3(3-4):271-283
The basic multiple regression model for the analysis of selected twin data (DeFries and Fulker 1985, 1988) was fitted to spelling data from 100 pairs of MZ twins and 71 pairs of same-sex DZ twins tested in the Colorado Reading Project (DeFries, Olson, Pennington and Smith 1991), and to data from 12 pairs of MZ twins and 15 pairs of same-sex DZ twins tested in the London twin study of reading disability (Stevenson, Graham, Fredman and McLoughlin 1984, 1987). Estimates of h
g
2
obtained from analyses of these data suggest that about 60% of the deficit of probands is due to heritable influences in both samples. When a regression model was fitted separately to data from males and females in the combined Colorado and London samples, resulting estimates of h
g
2
were 0.66±0.18 and 0.56±0.19, respectively, a nonsignificant difference. Collaborative analyses of data from additional twin studies of reading disability would facilitate more rigorous tests of hypotheses of differential genetic etiology as a function of group membership. 相似文献
9.
Callie W. Little Sara A. Hart Jamie M. Quinn Elliot M. Tucker‐Drob Jeanette Taylor Christopher Schatschneider 《Child development》2017,88(3):934-945
This study explores the co‐development of two related but separate reading skills, reading fluency and reading comprehension, across Grades 1–4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1,784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping genetic and environmental factors. Growth in both skills was influenced by highly overlapping shared environmental factors. Cross‐lagged parameters indicated bidirectional effects, with stronger effects from fluency to comprehension change than from comprehension to fluency change. 相似文献
10.
This study reanalyzes data presented by Ritchie, Bates, and Plomin (2015) who used a cross‐lagged monozygotic twin differences design to test whether reading ability caused changes in intelligence. The authors used data from a sample of 1,890 monozygotic twin pairs tested on reading ability and intelligence at five occasions between the ages of 7 and 16, regressing twin differences in intelligence on twin differences in prior intelligence and twin differences in prior reading ability. Results from a state–trait model suggest that reported effects of reading ability on later intelligence may be artifacts of previously uncontrolled factors, both environmental in origin and stable during this developmental period, influencing both constructs throughout development. Implications for cognitive developmental theory and methods are discussed. 相似文献
11.
Although genetic influences on individual differences in activity level (AL) are well documented, few studies have considered the etiology of AL from a contextual perspective. In the present study, cross-situational and context-specific genetic effects on individual differences in AL at age 2 were examined. The AL of 312 twin pairs (144 monozygotic and 168 dzygotic) was mechanically assessed with actigraphs in the home and in laboratory test and play situations. AL displayed significant genetic variance in all 3 situations. Moreover, actigraph scores significantly correlated across situations. Multivariate genetic model-fitting analyses found that the observed cross-situational continuity in AL was due entirely to genetic factors. Situational differences in AL arise from genetic, shared environmental, and nonshared environmental influences. 相似文献
12.
Environmental and Genetic Variance in Children's Observed and Reported Maladaptive Behavior 总被引：1，自引：0，他引：1
Leslie D. Leve Allen A. Winebarger Beverly I. Fagot John B. Reid H. Hill Goldsmith 《Child development》1998,69(5):1286-1298
The genetic and environmental contributions to children's maladaptive behavior are assessed in a sample of 154 twin pairs (77 MZ twin pairs and 77 DZ twin pairs), who range in age from 6 to 11 years. To bridge the strengths of behavioral genetic methods and environmental assessment techniques, we use a multimethod, multimeasure approach to data collection, and analyze the data using behavioral genetic modeling techniques. Results indicate that genetic variation accounts for a majority of the variance in parent-reported child maladaptive behavior (average = 62%). One parent-report measure also suggests a smaller, significant contribution of shared environmental variance. In contrast to the parental ratings, the observational coding and global impressions of parent-twin interactive behavior suggest that shared environment is the primary source of variance accounting for parent and child maladaptive behavior. This is due, in part, to the direct influence one's interactive partner has on the expression of maladaptive behavior in an interactive setting. When controlling for the co-participant's behavior, genetic variation increases and shared environmental variation decreases. 相似文献
13.
Harlaar N Deater-Deckard K Thompson LA Dethorne LS Petrill SA 《Child development》2011,82(6):2123-2137
This study used a cross-lagged twin design to examine reading achievement and independent reading from 10 to 11 years (n = 436 twin pairs). Reading achievement at age 10 significantly predicted independent reading at age 11. The alternative path, from independent reading at age 10 to reading achievement at age 11, was not significant. Individual differences in reading achievement and independent reading at both ages were primarily due to genetic influences. Furthermore, individual differences in independent reading at age 11 partly reflected genetic influences on reading achievement at age 10. These findings suggest that genetic influences that contribute to individual differences in children's reading abilities also influence the extent to which children actively seek out and create opportunities to read. 相似文献
14.
Moritz Herle Alison Fildes Frühling Rijsdijk Silje Steinsbekk Clare Llewellyn 《Child development》2018,89(4):1423-1434
Emotional overeating (EOE) is the tendency to eat more in response to negative emotions; its etiology in early life is unknown. We established the relative genetic and environmental influences on EOE in toddlerhood and early childhood. Data were from Gemini, a population‐based cohort of 2,402 British twins born in 2007. EOE was measured using the “emotional overeating” scale of the Child Eating Behavior Questionnaire (CEBQ) at 16 months and 5 years. A longitudinal quantitative genetic model established that genetic influences on EOE were minimal; on the other hand, shared environmental influences explained most of the variance. EOE was moderately stable from 16 months to 5 years and continuing environmental factors shared by twin pairs at both ages explained the longitudinal association. 相似文献
15.
Sex differences in the etiology of aggressive and nonaggressive antisocial behavior: results from two twin studies 总被引：6，自引：0，他引：6
Recent theory and results from twin and adoption studies of children and adolescents suggest greater genetic influence on aggressive as compared to nonaggressive antisocial behavior. In addition, quantitative or qualitative differences in the etiology of these behaviors in males and females have been indicated in the literature. The Child Behavior Checklist was completed by the parents of 1022 Swedish twin pairs aged 7-9 years and of 501 British twin pairs aged 8-16 years. Genetic factors influenced aggressive antisocial behavior to a far greater extent than nonaggressive antisocial behavior, which was also significantly influenced by the shared environment. There was a significant sex difference in the etiology of nonaggressive antisocial behavior. Bivariate analyses supported the conclusion that the etiologies of aggressive and nonaggressive antisocial behavior differ for males and females. 相似文献
16.
Jessica A. R. Logan Sara A. Hart Laurie Cutting Kirby Deater‐Deckard Chris Schatschneider Stephen Petrill 《Child development》2013,84(6):2131-2144
The development of reading skills in typical students is commonly described as a rapid growth across early grades of active reading education, with a slowing down of growth as active instruction tapers. This study examined the extent to which genetics and environments influence these growth rates. Participants were 371 twin pairs, aged approximately 6 through 12, from the Western Reserve Reading Project. Development of word‐level reading, reading comprehension, and rapid naming was examined using genetically sensitive latent quadratic growth curve modeling. Results confirmed the developmental trajectory described in the phenotypic literature. Furthermore, the same shared environmental influences were related to early reading skills and subsequent growth, but genetic influences on these factors were unique. 相似文献
17.
Gender differences were assessed in three research-identified samples of children who were members of twin pairs: (1) 120
male and 124 female probands from same-sex identical and fraternal twin pairs in which at least one member of each pair is
reading disabled; (2) a comparison sample of 148 males and 161 females from same-sex twin pairs with no history of reading
problems; and (3) 34 pairs of opposite-sex fraternal twin pairs in which at least one member of each pair is reading disabled.
Results of multivariate analyses of variance of psychometric test data from the two samples of same-sex twin pairs, in which
the male and female subjects were reared in different homes, suggest that profiles of gender differences are similar in reading-disabled
and control children. Moreover, this pattern of gender differences also tended to occur in opposite-sex twin pairs, who shared
prenatal, as well as early postnatal, environmental influences. In general, reading-disabled males obtained higher average
scores than affected females on Wechsler (1974, 1981) Verbal and Performance IQ, but lower scores on Reading Recognition and
Spelling subtests of the Peabody Individual Achievement Test (Dunn and Markwardt 1970). With regard to the Wechsler subtests,
reading-disabled males achieved higher average scores on Information, Picture Completion, Block Design, and Object Assembly,
but lower scores on Coding. Although significant and relatively consistent gender differences in cognitive measures were found
in three samples included in this study, these differences account for only a small portion of the observed variance.
This work was supported in part by a program project grant from NICHD (HD-11681), and the report was prepared while J.J. Gillis
was supported by NICHD training grant HD-07289. 相似文献
18.
Sara A. Hart Stephen A. Petrill Lee A. Thompson 《Learning and individual differences》2010,20(2):63-69
The present study examined the phenotypic and genetic relationship between fluency and non-fluency-based measures of reading and mathematics performance. Participants were drawn from the Western Reserve Reading and Math Project, an ongoing longitudinal twin project of same-sex MZ and DZ twins from Ohio. The present analyses are based on tester-administered measures available from 228 twin pairs (age M = 9.86 years). Measurement models suggested that four factors represent the data, namely Decoding, Fluency, Comprehension, and Math. Subsequent quantitative genetic analyses of these latent factors suggested that a single genetic factor accounted for the covariance among these four latent factors. However, there were also unique genetic effects on Fluency and Math, independent from the common genetic factor. Thus, although there is a significant genetic overlap among different reading and math skills, there may be independent genetic sources of variation related to measures of decoding fluency and mathematics. 相似文献
19.
McEwen F Happé F Bolton P Rijsdijk F Ronald A Dworzynski K Plomin R 《Child development》2007,78(2):474-492
Imitation, vocabulary, pretend play, and socially insightful behavior were investigated in 5,206 same- and opposite-sex 2-year-old twin pairs in the United Kingdom. Individual differences in imitative ability were due to modest heritability (30%), while environmental factors shared between twins (42%) and unique to each twin (28%) also made significant contributions to the variance. Imitation correlated significantly, although modestly, with vocabulary, pretend play, and socially insightful behavior, and the strongest relationship was with vocabulary. A model that represented the covariance between the variables as being due to correlated latent genetic and environmental factors fitted the data well, with shared environmental factors influencing most of the covariance. Parents who encourage imitation may also tend to foster the development of language, pretence, and socially insightful behavior. 相似文献
20.
In order to compare the pattern of gender differences for cognitive measures in opposite-sex twin pairs to that in independent
samples of twins from same-sex pairs, psychometric test data were obtained from four research-identified samples of children:
(1) 96 pairs of opposite-sex fraternal twins in which at least one member of each pair is reading disabled; (2) 62 pairs of
opposite-sex fraternal twins with no history of reading problems; (3) 167 males and 155 females from same-sex identical and
same-sex fraternal twin pairs in which at least one member of each pair is reading disabled; and (4) a comparison sample of
126 males and 132 females from same-sex twin pairs with no history of reading problems. Results of multivariate analyses indicate
that gender differences for cognitive measures are similar in twin pairs with and without reading disabilities. Moreover,
a highly similar pattern of gender differences occurs for opposite-sex twin pairs who shared both prenatal and early postnatal
influences and for independent samples of children from different families. 相似文献