早期阅读者的阅读技能：遗传和共同环境影响
Reading skills in early readers: genetic and shared environmental influences.
作者信息
Petrill Stephen A, Deater-Deckard Kirby, Thompson Lee Anne, Dethorne Laura S, Schatschneider Christopher
机构信息
Center for Developmental and Health Genetics, Pennsylvania State University, University Park 16802, USA.
出版信息
J Learn Disabil. 2006 Jan-Feb;39(1):48-55. doi: 10.1177/00222194060390010501.
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.
本研究结合了东北-西北协作收养项目（N2CAP）和西储阅读项目（WRRP）的平行数据，以检验来自三种家庭类型（同卵双胞胎、异卵双胞胎和无血缘关系的收养兄弟姐妹）的272对学龄兄弟姐妹阅读技能测量的兄弟姐妹相似性和数量遗传模型估计。该研究包括字母和单词识别、语音意识、语音解码、快速自动命名和一般认知能力的测量。加性遗传效应和共享环境效应的估计值中等且显著。此外，双胞胎中估计的共享环境效应在大小上通常与收养兄弟姐妹的相关性相似，表明在不同研究设计中估计值具有高度可重复性。
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