Petrill Stephen A, Deater-Deckard Kirby, Thompson Lee Anne, Schatschneider Chris, Dethorne Laura S, Vandenbergh David J
Center for Developmental and Health Genetics, The Pennsylvania State University, PA 16802, USA.
Read Writ. 2007 Feb 1;20(1-2):127-146. doi: 10.1007/s11145-006-9021-2.
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.
我们使用从西部储备阅读项目中抽取的283对双胞胎样本，研究了小学早期阅读结果稳定性和不稳定性的遗传和环境因素。在两个测量时间点对双胞胎进行了评估。在第一波中，孩子们要么在幼儿园，要么在一年级。一年后进行了第二波评估。结果表明，在不同测量时间点上存在显著的遗传稳定性。此外，共享环境影响也对稳定性有贡献，特别是对于与直接教学联系更紧密的变量，如语音意识、字母知识和单词知识。也有证据表明存在独立的遗传和共享环境效应，这表明随着学校要求的变化以及孩子们开始获得早期阅读技能，可能会出现新的变异来源。
