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1.
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
2.
Brian Byrne Richard K. Olson Stefan Samuelsson Sally Wadsworth Robin Corley John C. DeFries Erik Willcutt 《Journal of Research in Reading》2006,29(1):33-49
Prereading and early reading skills of preschool twin children in Australia, Scandinavia and the United States were explored in a genetically sensitive design (max. N=627 preschool pairs and 422 kindergarten pairs). Analyses indicated a strong genetic influence on preschool phonological awareness, rapid naming and verbal memory. Print awareness, vocabulary and grammar/morphology were subject primarily to shared environment effects. There were significant genetic and shared environment correlations among the preschool traits. Kindergarten reading, phonological awareness and rapid naming were primarily affected by genes, and spelling was equally affected by genes and shared environment. Multivariate analyses revealed genetic and environmental overlap and independence among kindergarten variables. Longitudinal analyses showed genetic continuity as well as change in phonological awareness and rapid naming across the 2 years. Relations among the preschool variables of print awareness, phonological awareness and rapid naming and kindergarten reading were also explored in longitudinal analyses. Educational implications are discussed. 相似文献
3.
Erik G. Willcutt Rebecca S. Betjemann Sally J. Wadsworth Stefan Samuelsson Robin Corley John C. DeFries Brian Byrne Bruce F. Pennington Richard K. Olson 《Reading and writing》2007,20(1-2):103-125
Numerous studies have examined the etiology of the association between reading difficulties and attention-deficit hyperactivity
disorder (ADHD) in school-age children, but little is known about the relation between prereading skills and ADHD behaviors
prior to the beginning of formal reading instruction. A population-based sample of 809 pairs of preschool twins completed
an extensive battery of prereading measures, and the parent of each twin completed an ADHD rating scale. Phenotypic analyses
revealed small but significant correlations between DSM-IV inattention ratings and six prereading composite measures, whereas
hyperactivity–impulsivity symptoms were not independently associated with any of the prereading scores. Multivariate twin
analyses indicated that virtually all of the phenotypic correlation between inattention and prereading performance is attributable
to common genetic influences, consistent with results obtained in studies of older twins. Although additional research is
needed to test alternative causal models in children younger than five years old, these results are most consistent with the
hypothesis that reading difficulties and inattention symptoms are attributable to common genetic influences. 相似文献
4.
The primary objectives of the present study are to introduce the Colorado Longitudinal Twin Study of Reading Disability, the
first longitudinal twin study in which subjects have been specifically selected for having a history of reading difficulties,
and to present some initial assessments of the stability of reading performance and cognitive abilities in this sample. Preliminary
examination of the test scores of 124 twins with a history of reading difficulties and 154 twins with no history of reading
difficulties indicates that over the 5- to 6-year interval between assessments, cognitive and reading performance are highly
stable. As a group, those subjects with a history of reading difficulties had substantial deficits relative to control subjects
on all measures at initial assessment, and significant deficits remained at follow-up. The stability noted for all cognitive
and achievement measures was highest for a composite measure of reading, whose average stability correlation across groups
was 0.80. Results of preliminary behavior genetic analyses for this measure indicated that shared genetic influences accounted
for 86% and 49% of the phenotypic correlations between the two assessments for twin pairs with and without reading difficulties,
respectively. In addition, genetic correlations reached unity for both groups, suggesting that the same genetic influences
are manifested at both time points. 相似文献
5.
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
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.
Previous twin studies of reading disability employed a comparison of concordance rates in identical and fraternal twin pairs
as a test for genetic etiology. Recently, a statistically more powerful multiple regression analysis of twin data has been
formulated to assess the importance of genetic factors in the development of reading difficulties. Application of this analysis
to twin data from the Colorado Reading Project yields definitive evidence for a genetic etiology. Results from this study
suggest that approximately 40 percent of the deficit observed in the disabled readers is due to genetic factors, 35 percent
is due to environmental influences shared by members of twin pairs, and about 25 percent is the result of environmental factors
unique to the individual and/or error variance.
This work was supported in part by a program project grant from the NICHD (HD-11681). 相似文献
8.
The simple view of reading (SVR) proposes that reading comprehension is the product of two constructs, namely decoding and linguistic comprehension. The present study examined the adequacy of an extended SVR in Chinese. Participants were 190 pairs of Chinese twin children of Grades 1–3 recruited in Hong Kong. The children were given Chinese measures of decoding (character reading, word reading, and 1-min word reading), linguistic comprehension (morphological awareness, vocabulary, morphosyntactic skills, and discourse skills), rapid naming (Chinese digits, English digits, and English letters), and passage reading comprehension (with multiple-choice and open-ended questions). Results of structural equation modeling showed that the direct paths from decoding and linguistic comprehension to reading comprehension were significant, but that from rapid naming was not. For the role of rapid naming in reading comprehension, the best fitting model showed that the contribution of rapid naming to reading comprehension was fully mediated by decoding. The model explained a total of 83% of the variance in reading comprehension. Therefore, the present findings support the SVR in a Chinese writing system; rapid naming may reflect some basic visual-verbal learning ability which is important for acquiring word recognition skills. 相似文献
9.
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
10.
Stephen A. Petrill Kirby Deater-Deckard Lee Anne Thompson Chris Schatschneider Laura S. DeThorne David J. Vandenbergh 《Reading and writing》2007,20(1-2):127-146
We examined the genetic and environmental contribution to the stability and instability of reading outcomes in early elementary
school using a sample of 283 twin pairs drawn from the Western Reserve Reading Project. Twins were assessed across two measurement
occasions. In Wave 1, children were either in kindergarten or first grade. Wave 2 assessments were conducted one year later.
Results suggested substantial genetic stability across measurement occasions. Additionally, shared environmental influences
also accounted for stability, particularly for variables more closely tied to direct instruction such as phonological awareness,
letter knowledge, and word knowledge. There was also evidence for independent genetic and shared environmental effects, suggesting
that new sources of variance may emerge as the demands of school change and children begin to acquire early reading skills. 相似文献
11.
Jesse L. Hawke Sally J. Wadsworth Richard K. Olson John C. DeFries 《Reading and writing》2007,20(1-2):13-25
To test the hypothesis that the etiology of reading difficulties may differ for males and females in more severely impaired
samples, reading performance data from monozygotic (MZ), same-sex dizygotic (DZss), and opposite-sex dizygotic (DZos) twin pairs were analyzed using a model-fitting implementation of the DeFries-Fulker (DF) model (Purcell & Sham, 2003, Behavior genetics, 33, 271–278). Five non-independent samples were selected using cut-offs of −1 (N = 737 pairs), −1.5 (N = 654), −2 (N = 468), −2.5 (N = 335), and −3 (N = 198) standard deviations (s) below the mean composite reading score of control twins. Male/female gender ratios for children
with reading difficulties were significantly higher than 1.0 for all five samples and increased as a function of severity
(viz., 1.15, 1.17, 1.40, 1.61, and 1.88, respectively). When the DF model was fit to the data, estimates of heritability (h
g2) and shared environmental influences (c
g2) were not significantly different for males and females in any of the groups. Consequently, the most parsimonious model that
provided a good fit to the data at all five levels of severity equated the heritabilities and shared environmental influences
for males and females, and fixed the DZos coefficient of genetic relatedness at 0.5. Thus, these results provide no evidence for a differential etiology of reading
difficulties as a function of gender in more severely impaired samples, and suggest that the same genetic and environmental
influences contribute to reading difficulties in males and females, irrespective of severity. 相似文献
12.
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
13.
Word reading skills and reading‐related language and cognitive correlates were examined in Swedish 10–15‐year‐olds with autism spectrum disorders (ASD). The full group with ASD did not differ statistically from an age‐matched comparison group in word reading, but a poor‐readers subgroup was identified who displayed severe difficulties. Normal readers with ASD did not differ from the comparison group in nonverbal ability, phonological processing, rapid naming or receptive vocabulary. The poor subgroup performed, however, below on all measures except nonverbal ability. When poor readers with ASD were matched for reading level with younger controls, no difference was found on any reading‐related skill. No significant correlation was furthermore found between autistic symptomatology and word reading within the ASD group. It is concluded that the pattern of individual differences in word reading among children with ASD conforms well to that seen in children without ASD of normal or delayed reading abilities. 相似文献
14.
Why are hyperactivity and academic achievement related? 总被引：1，自引：0，他引：1
Although a negative association between hyperactivity and academic achievement is well documented, little is known about the genetic and/or environmental mechanisms responsible for the association. The present study explored links between parent and teacher ratings of hyperactive behavior problems and teacher-assessed achievement in a sample of 1,876 twin pairs (mean age 7.04 years). The results did not differ across rater, nor were there significant differences between males or females or for twins in the same or different classrooms. Hyperactivity was significantly correlated with achievement. Multivariate model-fitting analyses revealed significant genetic and nonshared environmental covariance between the two phenotypes. In addition, bivariate heritabilities were substantial, indicating that the phenotypic correlations between hyperactivity and achievement were largely mediated by genetic influences. 相似文献
15.
In order to assess familial resemblance for measures of reading performance, data from 314 pairs of twins in which at least one member of each pair is reading-disabled [142 monozygotic (MZ) and 172 dizygotic (DZ) twin pairs], 273 matched control pairs (131 MZ and 142 DZ pairs), and their parents were subjected to both correlation and regression analyses. Results indicate that parent-offspring resemblance in families of reading-disabled probands does not differ substantially from that in families of controls. In general, the correlations and regressions for MZ twin pairs are greater than those for DZ twins; thus, individual differences in reading performance are due at least in part to heritable influences. As expected, regression coefficients are consistently larger than correlation coefficients for both parent-offspring and proband-cotwin comparisons in the reading-disabled sample, illustrating that regression analyses are more appropriate than correlations for assessing familial resemblance in selected samples. 相似文献
16.
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
17.
Cristina P. Albuquerque 《Reading and writing》2012,25(4):775-797
This study analyzed the relation and the specific influence of rapid naming (RN) on different reading (decoding accuracy and
reading fluency) and writing components (spelling accuracy and fluency in composition) of European Portuguese. Moreover, it
also compares the influence of Rapid Automatized Naming (RAN) tests (colors, digits) and of a Rapid Alternating Stimulus (RAS)
test (shapes and colors). In a sample composed by normally achieving children, 70 in the first grade and 69 in the second
grade, the results show that, when phonemic awareness is controlled, RN is a significant concurrent predictor of reading and
writing performance. Its impact occurs mainly on reading fluency and is carried out predominantly by the RAN digit test. Nevertheless,
the RAN color test and the RAS shape and color test also significantly predicted reading and writing performance. The results
also indicate that RN has less impact on writing than on reading, and that, when compared with phonemic awareness, it is associated
with distinct written language components. When combined, the data obtained are consistent with the orthographic characteristics
of European Portuguese. 相似文献
18.
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
19.
Miller CJ Miller SR Bloom JS Jones L Lindstrom W Craggs J Garcia-Barrera M Semrud-Clikeman M Gilger JW Hynd GW 《Annals of dyslexia》2006,56(1):83-102
The double-deficit hypothesis of dyslexia posits that reading deficits are more severe in individuals with weaknesses in phonological awareness and rapid naming than in individuals with deficits in only one of these reading composite skills. In this study, the hypothesis was tested in an adult sample as a model of reading achievement. Participants were parents of children referred for evaluation of reading difficulties. Approximately half of all participants reported difficulty learning to read in childhood and a small subset demonstrated ongoing weaknesses in reading. Structural equation modeling results suggest that the double-deficit hypothesis is an accurate model for understanding adult reading achievement. Better reading achievement was associated with better phonological awareness and faster rapid automatized naming in adults. Posthoc analyses indicated that individuals with double deficits had significantly lower reading achievement than individuals with single deficits or no deficits. 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