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ERIC Number: EJ1050061
Record Type: Journal
Publication Date: 2013-Oct
Pages: 11
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-0012-1649
Exploring How Nature and Nurture Affect the Development of Reading: An Analysis of the Florida Twin Project on Reading
Hart, Sara A.; Logan, Jessica A. R.; Soden-Hensler, Brooke; Kershaw, Sarah; Taylor, Jeanette; Schatschneider, Christopher
Developmental Psychology, v49 n10 p1971-1981 Oct 2013
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.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Grade 2; Grade 3; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: HD052120