| 1. |
- Byrne, Brian, et al.
(författare)
-
Teacher Effects in Early Literacy Development: Evidence From a Study of Twins
- 2010
-
Ingår i: Journal of Educational Psychology. - : Apa American Psychological Association. - 0022-0663 .- 1939-2176. ; 102:1, s. 32-42
-
Tidskriftsartikel (refereegranskat)abstract
- It is often assumed that differences in teacher characteristics area major source of variability in childrens educational achievements. We examine this assumption for early literacy achievement by calculating the correlations between pairs of twin children who either shared or did not share a teacher in kindergarten, Grade 1, and Grade 2. Teacher effects-or, more strictly, classroom effects-would show up as higher correlations for same-class than for different-class twin pairs. Same-class correlations were generally higher than different-class correlations.. though not significantly so on most occasions. On the basis of the results, we estimate that the maximum variance accounted for by being assigned to the same or different classrooms is 8%. This is an upper-bound figure for a teacher effect because factors other than teachers may contribute to variation attributable to classroom assignment. We discuss the limitations of the study and draw out some of its educational implications.
|
|
| 2. |
- Christopher, Micaela E., et al.
(författare)
-
Predicting Word Reading and Comprehension With Executive Function and Speed Measures Across Development: A Latent Variable Analysis
- 2012
-
Ingår i: Journal of experimental psychology. General. - : American Psychological Association. - 0096-3445 .- 1939-2222. ; 141:3, s. 470-488
-
Tidskriftsartikel (refereegranskat)abstract
- The present study explored whether different executive control and speed measures (working memory, inhibition, processing speed, and naming speed) independently predict individual differences in word reading and reading comprehension. Although previous studies suggest these cognitive constructs are important for reading, the authors analyze the constructs simultaneously to test whether each is a unique predictor. Latent variables from 483 participants (ages 8-16 years) were used to portion each cognitive and reading construct into its unique and shared variance. In these models 2 specific issues are addressed: (a) Given that the wide age range may span the theoretical transition from "learning to read" to "reading to learn," the authors first test whether the relation between word reading and reading comprehension is stable across 2 age groups (ages 8-10 and 11-16); and (b) the main theoretical question of interest: whether what is shared and what is separable for word reading and reading comprehension are associated with individual differences in working memory, inhibition, and measures of processing and naming speed. The results indicated that (a) the relation between word reading and reading comprehension is largely invariant across the age groups, and (b) working memory and general processing speed, but not inhibition or the speeded naming of nonalphanumeric stimuli, are unique predictors of both word reading and comprehension, with working memory equally important for both reading abilities and processing speed more important for word reading. These results have implications for understanding why reading comprehension and word reading are highly correlated yet separable.
|
|
| 3. |
- Fujisawa, Keiko K., et al.
(författare)
-
A multivariate twin study of early literacy in Japanese kana
- 2013
-
Ingår i: Learning and individual differences. - : Elsevier. - 1041-6080 .- 1873-3425. ; 24, s. 160-167
-
Tidskriftsartikel (refereegranskat)abstract
- This first Japanese twin study of early literacy development investigated the extent to which genetic and environmental factors influence individual differences in prereading skills in 238 pairs of twins at 42 months of age. Twin pairs were individually tested on measures of phonological awareness, kana letter name/sound knowledge, receptive vocabulary, visual perception, nonword repetition, and digit span. Results obtained from univariate behavioral-genetic analyses yielded little evidence for genetic influences, but substantial shared-environmental influences, for all measures. Phenotypic confirmatory factor analysis suggested three correlated factors: phonological awareness, letter name/sound knowledge, and general prereading skills. Multivariate behavioral genetic analyses confirmed relatively small genetic and substantial shared environmental influences on the factors. The correlations among the three factors were mostly attributable to shared environment. Thus, shared environmental influences play an important role in the early reading development of Japanese children.
|
|
| 4. |
- Olson, Richard, et al.
(författare)
-
Genetic and Environmental Influences on Vocabulary and Reading Development
- 2011
-
Ingår i: SCIENTIFIC STUDIES OF READING. - : Taylor and Francis. - 1088-8438 .- 1532-799X. ; 15:1, s. 26-46
-
Tidskriftsartikel (refereegranskat)abstract
- Genetic and environmental relations between vocabulary and reading skills were explored longitudinally from preschool through Grades 2 and 4. At preschool there were strong shared-environment and weak genetic influences on both vocabulary and print knowledge but substantial differences in their source. Separation of etiology for vocabulary and reading continued for word recognition and decoding through Grade 4, but genetic and environmental correlations between vocabulary and reading comprehension approached unity by Grade 4, when vocabulary and word recognition accounted for all of the genetic and shared environment influences on reading comprehension.
|
|
