Christopher Micaela E, Hulslander Jacqueline, Byrne Brian, Samuelsson Stefan, Keenan Janice M, Pennington Bruce, Defries John C, Wadsworth Sally J, Willcutt Erik, Olson Richard K
Department of Psychology and Neuroscience, and Institute for Behavioral Genetics, University of Colorado Boulder.
School of Behavioural, Cognitive and Social Sciences, University of New England, and Department of Behavioral Sciences and Learning, Linköping University.
Sci Stud Read. 2013;17(5):350-368. doi: 10.1080/10888438.2012.729119.
We explored the etiology of individual differences in reading development from post-kindergarten to post-4 grade by analyzing data from 487 twin pairs tested in Colorado. Data from three reading measures and one spelling measure were fit to biometric latent growth curve models, allowing us to extend previous behavioral genetic studies of the etiology of early reading development at specific time points. We found primarily genetic influences on individual differences at post-1 grade for all measures. Genetic influences on variance in growth rates were also found, with evidence of small, nonsignificant, shared environmental influences for two measures. We discuss our results, including their implications for educational policy.
我们通过分析在科罗拉多州接受测试的487对双胞胎的数据，探究了从幼儿园后到四年级后阅读发展中个体差异的病因。来自三项阅读测试和一项拼写测试的数据被拟合到生物统计学潜在增长曲线模型中，这使我们能够扩展先前在特定时间点对早期阅读发展病因的行为遗传学研究。我们发现，对于所有测试指标，一年级后个体差异主要受遗传影响。我们还发现了对增长率方差的遗传影响，有证据表明，两项测试指标存在微小、不显著的共同环境影响。我们讨论了研究结果，包括其对教育政策的影响。
