Department of Psychology, Florida State University, USA.
Florida Center for Reading Research, USA.
Dev Sci. 2017 Sep;20(5). doi: 10.1111/desc.12434. Epub 2016 Aug 6.
Recent research suggests that the etiology of reading achievement can differ across environmental contexts. In the US, schools are commonly assigned grades (e.g. 'A', 'B') often interpreted to indicate school quality. This study explored differences in the etiology of early literacy skills for students based on these school grades. Participants included twins drawn from the Florida Twin Project on Reading (n = 1313 pairs) aged 4 to 10 years during the 2006-07 school year. Early literacy skills were assessed with DIBELS subtests: Oral Reading Fluency (ORF), Nonsense Word Fluency (NWF), Initial Sound Fluency (ISF), Letter Naming Fluency (LNF), and Phoneme Segmentation Fluency (PSF). School grade data were retrieved from the Florida Department of Education. Multi-group analyses were conducted separately for subsamples defined by 'A' or 'non-A' schools, controlling for school-level socioeconomic status. Results indicated significant etiological differences on pre-reading skills (ISF, LNF, and PSF), but not word-level reading skills (ORF and NWF). There was a consistent trend of greater environmental influences on pre-reading skills in non-A schools, arguably representing 'poorer' environmental contexts than the A schools. Importantly, this is the case outside of resources linked with school-level SES, indicating that something about the direct environment on pre-reading skills in the non-A school context is more variable than for A schools.
最近的研究表明，阅读成就的病因在不同的环境背景下可能有所不同。在美国，学校通常会分配等级（例如“A”、“B”），这些等级通常被解释为表明学校的质量。本研究探讨了基于这些学校等级的学生早期读写技能病因的差异。参与者包括来自佛罗里达阅读双胞胎项目的双胞胎（n = 1313 对），年龄在 4 至 10 岁之间，在 2006-07 学年期间。早期读写技能使用 DIBELS 子测试进行评估：口语阅读流利度（ORF）、无意义单词流利度（NWF）、初始音位流利度（ISF）、字母命名流利度（LNF）和音位分割流利度（PSF）。学校等级数据从佛罗里达州教育部获取。在分别控制学校层面社会经济地位的情况下，针对“ A”或“非 A”学校定义的子样本进行了多组分析。结果表明，在预备阅读技能（ISF、LNF 和 PSF）上存在显著的病因差异，但在单词阅读技能（ORF 和 NWF）上则没有。在非 A 学校中，预备阅读技能的环境影响更大，这一趋势明显，这可以说是比 A 学校更“差”的环境背景。重要的是，这种情况并不涉及与学校层面 SES 相关的资源，这表明非 A 学校环境中与预备阅读技能相关的直接环境因素的可变性比 A 学校更大。
