遗传和环境对词汇及阅读发展的影响。
Genetic and Environmental Influences on Vocabulary and Reading Development.
作者信息
Olson Richard K, Keenan Janice M, Byrne Brian, Samuelsson Stefan, Coventry William L, Corley Robin, Wadsworth Sally J, Willcutt Erik G, Defries John C, Pennington Bruce F, Hulslander Jacqueline
机构信息
University of Colorado at Boulder, Linköping University, Sweden.
出版信息
Sci Stud Read. 2011;15(1):26-46. doi: 10.1007/s11145-006-9018-x.
Abstract
Genetic and environmental relations between vocabulary and reading skills were explored longitudinally from preschool through grades 2 and 4. At preschool there were strong shared-environment and weak genetic influences on both vocabulary and print knowledge, but substantial differences in their source. Separation of etiology for vocabulary and reading continued for word recognition and decoding through grade 4, but genetic and environmental correlations between vocabulary and reading comprehension approached unity by grade 4, when vocabulary and word recognition accounted for all of the genetic and shared environment influences on reading comprehension.
摘要
从幼儿园到二年级和四年级，对词汇和阅读技能之间的遗传和环境关系进行了纵向研究。在幼儿园阶段，词汇和印刷知识受到强烈的共享环境影响和微弱的遗传影响，但它们的来源存在显著差异。词汇和阅读病因的分离在四年级的单词识别和解码方面仍在继续，但到四年级时，词汇和阅读理解之间的遗传和环境相关性接近统一，此时词汇和单词识别解释了对阅读理解的所有遗传和共享环境影响。
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