| 1. |
- Byrne, Brian, et al.
(author)
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Longitudinal twin study of early literacy development : Preschool and kindergarten phases
- 2005
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In: Scientific Studies of Reading. - : Informa UK Limited. - 1088-8438 .- 1532-799X. ; 9:3, s. 219-235
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Journal article (peer-reviewed)abstract
- We conducted behavior-genetic analyses of kindergarten reading, spelling, phonological awareness, rapid naming, and spoken sentence processing in 172 pairs of monozygotic and 153 pairs of same-sex dizygotic twin kindergarten children sampled in the United States and Australia. We also modeled progress from preschool to kindergarten in literacy-related variables, with larger numbers of twins contributing to the preschool phase. Reading, phonological awareness, and rapid naming at kindergarten showed substantial effects of genes and modest effects of shared environment, spelling was influenced by genes and environment equally, and sentence processing was affected primarily by shared environment. Longitudinal analyses indicated that the same genes affect phonological awareness in preschool and kinder garten but that a new genetic factor comes into play in rapid naming as letters and digits are introduced in kindergarten. At preschool, print knowledge and phonological awareness share one source of genetic influence, which in turn affects reading and spelling in kindergarten. Phonological awareness is subject to a second genetic factor, but only the one it shares with print also influences kindergarten reading and spelling. In contrast to the genetic effects, a single source of shared environment affects preschool print knowledge and phonological awareness and kindergarten reading. The results are discussed in the context of theoretical and practical issues in literacy development. Copyright © 2005, Lawrence Erlbaum Associates, Inc.
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| 2. |
- Byrne, Brian, et al.
(author)
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Multivariate genetic analysis of learning and early reading development
- 2013
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In: Scientific Studies of Reading. - : Routledge. - 1088-8438 .- 1532-799X. ; 17:3, s. 224-242
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Journal article (peer-reviewed)abstract
- The genetic factor structure of a range of learning measures was explored in twin children, recruited in preschool and followed to Grade 2 (N = 2,084). Measures of orthographic learning and word reading were included in the analyses to determine how these patterned with the learning processes. An exploratory factor analysis of the genetic correlations among the variables indicated a three-factor model. Vocabulary tests loaded on the first factor, the Grade 2 measures of word reading and orthographic learning, plus preschool letter knowledge, loaded on the second, and the third was characterized by tests of verbal short-term memory. The three genetic factors correlated, with the second (print) factor showing the most specificity. We conclude that genetically influenced learning processes underlying print–speech integration, foreshadowed by preschool letter knowledge, have a degree of independence from genetic factors affecting spoken language. We also argue that the psychology and genetics of associative learning be afforded a more central place in studies of reading (dis)ability and suggest some links to molecular studies of the genetics of learning.
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| 3. |
- Christopher, Micaela, et al.
(author)
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Modeling the etiology of individual differences in early reading development : Evidence for strong genetic influences
- 2013
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In: Scientific Studies of Reading. - : Routledge. - 1088-8438 .- 1532-799X. ; 17:5, s. 350-368
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Journal article (peer-reviewed)abstract
- We explored the etiology of individual differences in reading development from post-kindergarten to post–4th grade by analyzing data from 487 twin pairs tested in Colorado. Data from three reading measures and one spelling measure were fit to biometric latent growth curve models, allowing us to extend previous behavioral genetic studies of the etiology of early reading development at specific time points. We found primarily genetic influences on individual differences at post–1st grade for all measures. Genetic influences on variance in growth rates were also found, with evidence of small, nonsignificant, shared environmental influences for two measures. We discuss our results, including their implications for educational policy.
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| 4. |
- Ebejer, Jane L., et al.
(author)
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Genetic and Environmental Influences on Inattention, Hyperactivity-Impulsivity, and Reading: Kindergarten to Grade 2
- 2010
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In: Scientific Studies of Reading. - : Taylor and Francis. - 1088-8438 .- 1532-799X. ; 14:4, s. 293-316
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Journal article (peer-reviewed)abstract
- Twin children from Australia, Scandinavia, and the United States were assessed for inattention, hyperactivity-impulsivity, and reading across the first 3 school years. Univariate behavior-genetic analyses indicated substantial heritability for all three variables in all years. Longitudinal analyses showed one genetic source operating across the time span and a second entering in the second school year for each variable, though possibly not reliable for inattention. Other analyses confirmed previous findings of pleiotropy (shared genes) between inattention and reading and showed that this genetic overlap is in place from kindergarten onwards and is restricted to one of the genetic sources that affect reading and inattention. The results extend previous conclusions about the developmental trajectories of inattention, hyperactivity-impulsivity, and reading and their relationships. Limitations of this study are discussed, as are educational implications.
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| 5. |
- Furnes, Bjarte, et al.
(author)
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Investigating the Double-Deficit Hypothesis in More and Less Transparent Orthographies: A Longitudinal Study from Preschool to Grade 2
- 2019
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In: Scientific Studies of Reading. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1088-8438 .- 1532-799X. ; 23:6, s. 478-493
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Journal article (peer-reviewed)abstract
- We investigated the double-deficit hypothesis (DDH) in samples of U.S. (N = 489), Australian (N = 264), and Scandinavian (N = 293) children followed from preschool to grade 2. Children were assigned to double deficit, single deficit and no deficit subtypes in preschool, kindergarten, and grade 1 and compared on reading and spelling in grades 1 and 2. In most analyses, the double deficit subtype scored significantly lower in reading and spelling than the single deficits, a pattern of findings that was identical across samples. Moreover, across countries, RAN deficits showed a stronger effect on reading whereas PA deficits showed stronger effects on spelling. Overall, the results supported the basic premises of the DDH suggesting that the double deficit subtype represents the most impaired readers, and that RAN and PA are separable deficits with different effects on reading and spelling. The results also supported a universal view of literacy development, with similar predictive patterns of DDH subtypes across orthographies.
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| 6. |
- Grover, Vibeke, et al.
(author)
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Are There Sustained Effects of a Preschool Shared-Reading Intervention Addressing Dual Language Learners?
- 2024
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In: SCIENTIFIC STUDIES OF READING. - 1088-8438 .- 1532-799X.
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Journal article (peer-reviewed)abstract
- PurposePrevious research has demonstrated that immediate effects of language interventions tend to fade, but has also suggested that differentiating language skill types may be essential for understanding fade-out processes. This paper examines the longer-term effects of participating in a shared-reading intervention.MethodThe study included 464 dual-language learners (DLLs) (49.6% girls) in Norway with a mean age of 52.60 months when the intervention started. They were randomly assigned to an intervention condition receiving a shared-reading program in preschool and at home or a business-as-usual control condition. The children spoke a number of first languages and were second-language speakers of Norwegian. Children's second-language skills were assessed seven months following the completion of the intervention. We asked whether the developmental advantages induced during the intervention faded or remained when the intervention conditions were no longer present, using autoregressive structural modelling and second-order latent growth modelling to answer the question.ResultsWhile some immediate intervention effects disappeared (grammar) or showed tendencies to fade (vocabulary and perspective taking), second-order latent growth modelling suggested that narrative skills emerged.ConclusionThe results demonstrate the need to consider skill type in future research on fade-out and offer a longer-term perspective on how DLLs respond to shared-reading interventions.
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| 7. |
- Gustafson, Stefan, 1968-
(author)
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Cognitive Abilities and Print Exposure in Surface and Phonological Types of Reading Disability
- 2001
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In: Scientific Studies of Reading. - : Routhledge,Taylor & Francis Group. - 1088-8438 .- 1532-799X. ; 5:4, s. 351-375
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Journal article (peer-reviewed)abstract
- Subgroups of children with reading disabilities were identified by using the regression method introduced by Castles and Coltheart (1993). Children who were poor in phonological, compared to orthographic, word decoding were identified as phonological-type participants, and children who were poor in orthographic, compared to phonological, decoding were identified as surface-type participants. The results replicated previous findings reported that if categorizations are based on comparisons with younger reading-level-matched controls instead of age-matched controls, the number of surface-type children is significantly reduced. Surface-type children performed below the other groups on most cognitive measures and reported that there were fewer books in their homes, and phonological-type children showed a specific deficit in phonological word decoding. The results provided additional support for the hypothesis that the surface type of reading disability can be characterized as a general developmental delay.
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| 8. |
- Kjeldsen, Ann-Christina, et al.
(author)
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Gains from training in phonological awareness in kindergarten predict reading comprehension in grade 9
- 2014
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In: Scientific Studies of Reading. - : Taylor & Francis Group. - 1088-8438 .- 1532-799X. ; 18:6, s. 452-467
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Journal article (peer-reviewed)abstract
- The effects of a kindergarten training program in phonological awareness with 209 Swedish-speaking children were followed up until the end of Grade 9. Initial levels of letter knowledge and phonological awareness were positively associated with the level of decoding skill in Grade 3 but not with its growth afterward. The intervention group performed significantly better in decoding in Grade 3, and the difference was maintained until Grade 6. The trained children also scored higher in Grade 9 reading comprehension. Although the results give empirical support for a connection between early phonological awareness training, later word decoding development, and still later reading comprehension, the theoretical explanation for the link between especially word decoding and reading comprehension is far from clear.
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| 9. |
- Olson, Richard, et al.
(author)
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Genetic and Environmental Influences on Vocabulary and Reading Development
- 2011
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In: SCIENTIFIC STUDIES OF READING. - : Taylor and Francis. - 1088-8438 .- 1532-799X. ; 15:1, s. 26-46
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Journal article (peer-reviewed)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.
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| 10. |
- Olson, Richard K, et al.
(author)
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Why Do Children Differ in Their Development of Reading and Related Skills?
- 2014
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In: Scientific Studies of Reading. - : Routledge. - 1088-8438 .- 1532-799X. ; 18:1, s. 38-54
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Journal article (peer-reviewed)abstract
- Modern behavior-genetic studies of twins in the United States, Australia, Scandinavia, and the United Kingdom show that genes account for most of the variance in children's reading ability by the end of the 1st year of formal reading instruction. Strong genetic influence continues across the grades, though the relevant genes vary for reading words and comprehending text, and some of the genetic influence comes through a gene–environment correlation. Strong genetic influences do not diminish the importance of the environment for reading development in the population and for helping struggling readers, but they question setting the same minimal performance criterion for all children.
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| 11. |
- Samuelsson, S, et al.
(author)
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Phonological and surface profiles of reading difficulties among very low birth weight children : Converging evidence for the developmental lag hypothesis.
- 2000
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In: Scientific Studies of Reading. - 1088-8438 .- 1532-799X. ; 4:3, s. 197-217
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Journal article (peer-reviewed)abstract
- The purpose of this study was to test the developmental lag hypothesis, which assumes that a surface pattern of reading difficulties should be attributed to a general developmental delay rather than to specific deficits in the acquisition of orthographic decoding skills. We compared a sample of very low birth weight children (less than 1,500 g), known to be at higher risk of a general developmental delay, with a group of same-age, normal readers. Following the same regression-based procedures seen in the work of Castles and Coltheart (1993); Manis, Seidenberg, Doi, McBride-Chang, and Petersen (1996); and Stanovich, Siegel, and Gottardo (1997), we found that only 1 very low birth weight child could be classified as phonologically dyslexic, whereas 12 out of 60 very low birth weight children were identified as surface dyslexic. This subgroup of children with surface dyslexia was impaired not only in all reading measures employed in this study, but also in several behavioral domains associated with a developmental lag.
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| 12. |
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| 13. |
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| 14. |
- Treiman, Rebecca, et al.
(author)
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Predicting Later Spelling from Kindergarten Spelling in US, Australian, and Swedish Children
- 2023
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In: Scientific Studies of Reading. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1088-8438 .- 1532-799X. ; 27:5, s. 428-442
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Journal article (peer-reviewed)abstract
- PurposeUsing data from 1,868 children from the US, Australia, and Sweden who took a 10-word spelling test in kindergarten and a standardized spelling test in Grades 1, 2, and (except for the Australian children) Grade 4, we examined two questions. First, does the quality of a childs errors on the kindergarten test help predict later spelling performance even after controlling for the number of correct responses on the kindergarten test? Second, does spelling develop at a faster pace in Swedish than in English?MethodWe measured kindergarten error quality based on the number of letter additions, deletions, and substitutions by which each error differed from the correct spelling. Using mixed-model analyses, we examined the relationship of this and other variables to later spelling performance.ResultsKindergarten error quality contributed significantly to the prediction of later spelling performance even after consideration of the number of correct spellings in kindergarten and other relevant variables. The Swedish children showed more rapid growth in spelling than the U.S. and Australian children, a difference that may reflect the greater transparency of sound-to-spelling links in Swedish.ConclusionInformation from a spelling test that is typically discarded - information about the nature of the errors -has value.
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| 15. |
- Van Dal, Victor H.P., et al.
(author)
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First- and Second-Language Learnability Explained by Orthographic Depth and Orthographic Learning : A 'Natural' Scandinavian Experiment
- 2017
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In: Scientific Studies of Reading. - : Taylor & Francis. - 1088-8438 .- 1532-799X. ; 21:1, s. 46-59
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Journal article (peer-reviewed)abstract
- Effects of orthographic depth on orthographic learning ability were examined in 10- to 13-year-old children who learnt to read in similar orthographies differing in orthographic depth, defined as consistency of grapheme-to-phoneme correspondences. Danish children who learnt to read a deep orthography underperformed their Swedish counterparts who acquired a shallow orthography on vocabulary, phonological working memory, orthographic learning ability, and a range of first-language (L1: Danish/Swedish) and second-language (L2: English as a foreign language) measures. Orthographic learning ability explained over and above vocabulary and phonological working memory the better performance of Swedish children in comparison with Danish children on L1 reading accuracy and fluency, spelling, and visual word familiarity. With respect to L2 learning, orthographic learning ability determined spelling and visual word familiarity over and above L2 vocabulary and phonological working memory. It is concluded that shallow orthographies promote orthographic learning ability more efficiently than deep orthographies.
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| 16. |
- Wang, Hua-Chen, et al.
(author)
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Paired-Associate Learning Ability Accounts for Unique Variance in Orthographic Learning
- 2017
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In: Scientific Studies of Reading. - : Taylor & Francis. - 1088-8438 .- 1532-799X. ; 21:1, s. 5-16
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Journal article (peer-reviewed)abstract
- Paired-associate learning is a dynamic measure of the ability to form new linksbetween two items. This study aimed to investigate whether paired-associatelearning ability is associated with success in orthographic learning, and if so,whether it accounts for unique variance beyond phonological decoding abilityand orthographic knowledge. A group of 63 children ages 8–10 completed anorthographic learning task and three types of paired-associate learning task:visual–visual, visual–verbal, and verbal–verbal. The results showed that bothvisual–verbal and verbal–verbal (but not visual–visual) paired-associate learningability were associated with success in learning the spellings of novel words.Moreover, hierarchical regression analyses showed that visual–verbal pairedassociatelearning predicted orthographic learning even after phonologicaldecoding skill and existing orthographic knowledge had been accounted for.We propose that paired-associate learning abilitymay be one of the underlyingmechanisms of orthographic learning, facilitating the connection between thephonology and orthographic representation of a word.
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| 17. |
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