Department of Psychology and Florida Center for Reading Research, Florida State University.
Dev Psychol. 2013 Oct;49(10):1971-81. doi: 10.1037/a0031348. Epub 2013 Jan 7.
Research on the development of reading skills through the primary school years has pointed to the importance of individual differences in initial ability as well as the growth of those skills. Additionally, it has been theorized that reading skills develop incrementally. The present study examined the genetic and environmental influences on 2 developmental models representing these parallel ideas, generalizing the findings to explore the processes of reading development. Participants were drawn from the Florida Twin Project on Reading, with a total of 2,370 pairs of twins representative of the state of Florida. Twins' oral reading fluency scores from school progress monitoring records collected in the fall of Grades 1-5 were used to model development. Results suggested that genetic influences on the development of reading are general, shared across the early school years, as well as novel, with new genetic influences introduced at each of the first 3 years of school. The shared environment estimates suggest a pattern of general influences only, suggesting environmental effects that are moderate and stable across development.
研究表明，小学生阅读技能的发展受初始能力个体差异和技能增长的影响。此外，阅读技能是逐步发展的这一理论也已得到证实。本研究通过佛罗里达阅读双胞胎研究，以该州 2370 对双胞胎为代表，考察了 2 种代表上述平行观点的发展模型的遗传和环境影响，将研究结果推广到阅读发展过程的探索中。双胞胎在 1-5 年级秋季的学校进步监测记录中的口语阅读流利度分数被用来建模发展。结果表明，遗传对阅读发展的影响是普遍的，在整个小学阶段都有体现，也是新颖的，在学校的头 3 年中，每个阶段都会引入新的遗传影响。共享环境估计表明只有普遍影响的模式，这表明环境影响在整个发展过程中是适度和稳定的。
