Little Callie W, Hart Sara A, Schatschneider Christopher, Taylor Jeanette
Florida State University, Tallahassee, USA.
Florida State University, Tallahassee, USA
J Learn Disabil. 2016 Jul;49(4):410-23. doi: 10.1177/0022219414555715. Epub 2014 Oct 27.
Previous literature has indicated an important association between reading comprehension and both attention-deficit/hyperactivity disorder (ADHD) and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence reading comprehension. Using a genetically sensitive design, this study examined the genetic and environmental influences on and between ADHD, homework behavior and reading comprehension. Participants for this study included 691 twin pairs (351 monozygotic, 340 same-sex dizygotic) from the Florida Twin Project on Behavior and Environment (FTP-BE) and 2647 twin pairs (865 monozygotic, 1782 dizygotic) from the larger Florida Twin Project on Reading (FTP-R) in Grades 3 through 7. Three separate models, each representing a different definition of ADHD (full ADHD, inattention only, and hyperactivity/impulsivity only), showed similar patterns of results; therefore, results of the full ADHD model are discussed. Overlapping genetic influences were found between ADHD, homework behavior, and reading comprehension, but no shared environmental influences among all three. However, shared environmental influences overlapped between homework behavior and reading comprehension. Although the sources of this environmental overlap are unknown, these results have implications for improving homework practices and their subsequent influence on literacy skills through homework environments.
以往的文献表明，阅读理解与注意力缺陷多动障碍（ADHD）和家庭作业习惯之间存在重要关联。本调查旨在通过提供有关ADHD和家庭作业行为（即定期完成家庭作业）如何共同影响阅读理解的信息，来扩展先前的知识。本研究采用遗传敏感性设计，考察了遗传和环境对ADHD、家庭作业行为和阅读理解的影响以及它们之间的相互影响。本研究的参与者包括来自佛罗里达行为与环境双胞胎项目（FTP - BE）的691对双胞胎（351对同卵双胞胎，340对同性异卵双胞胎），以及来自规模更大的佛罗里达阅读双胞胎项目（FTP - R）3至7年级的2647对双胞胎（865对同卵双胞胎，1782对异卵双胞胎）。三个独立模型，每个模型代表ADHD的不同定义（完全型ADHD、仅注意力不集中型、仅多动/冲动型），显示出相似的结果模式；因此，本文讨论完全型ADHD模型的结果。研究发现ADHD、家庭作业行为和阅读理解之间存在重叠的遗传影响，但三者之间不存在共享环境影响。然而，家庭作业行为和阅读理解之间存在共享环境影响的重叠。虽然这种环境重叠的来源尚不清楚，但这些结果对于通过家庭作业环境改善家庭作业习惯及其对读写能力的后续影响具有启示意义。
