Florida Center for Reading Research, Florida State University.
Florida State University.
Child Dev. 2018 Nov;89(6):e480-e493. doi: 10.1111/cdev.12853. Epub 2017 Jun 1.
This study investigated the etiology of longitudinal relations among kindergarten prereading skills, first-grade word level reading skills, and seventh-grade reading comprehension in 265 monozygotic and 459 dizygotic twin pairs (M = 6.29 years in kindergarten) from the Florida Twin Project on Reading. Using a quadvariate Cholesky decomposition, results showed genetic, shared, and nonshared environmental overlap among prereading skills, word level reading skills, and reading comprehension. In addition, genetic and shared environmental overlap was indicated among word level reading skills and reading comprehension, outside the influence of prereading skills. After accounting for overlapping, there remained moderate genetic and nonshared environmental influence specific to reading comprehension. Implications for reading education are discussed.
本研究调查了来自佛罗里达阅读双胞胎项目的 265 对同卵双胞胎和 459 对异卵双胞胎（幼儿园时平均年龄为 6.29 岁）在幼儿园前阅读技能、一年级单词阅读技能和七年级阅读理解之间纵向关系的病因。使用四变量 Cholesky 分解，结果表明在阅读前技能、单词阅读技能和阅读理解之间存在遗传、共享和非共享环境的重叠。此外，在不考虑阅读前技能的影响的情况下，单词阅读技能和阅读理解之间存在遗传和共享环境的重叠。在考虑重叠因素后，阅读理解仍存在中等程度的遗传和非共享环境影响。讨论了对阅读教育的影响。
