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  • McGowan, DiptiGriffith Univ, Australia (författare)

Differential Influences of Genes and Environment Across the Distribution of Reading Ability

  • Artikel/kapitelEngelska2019

Förlag, utgivningsår, omfång ...

  • 2019-08-05
  • SPRINGER,2019
  • printrdacarrier

Nummerbeteckningar

  • LIBRIS-ID:oai:DiVA.org:liu-161174
  • https://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-161174URI
  • https://doi.org/10.1007/s10519-019-09966-7DOI

Kompletterande språkuppgifter

  • Språk:engelska
  • Sammanfattning på:engelska

Ingår i deldatabas

Klassifikation

  • Ämneskategori:ref swepub-contenttype
  • Ämneskategori:art swepub-publicationtype

Anmärkningar

  • Funding Agencies|Australian Research CouncilAustralian Research Council [DP0663498, DP0770805]; National Institute for Child Health and Human DevelopmentUnited States Department of Health & Human ServicesNational Institutes of Health (NIH) - USANIH Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD) [HD27802, HD38526]; Swedish Research CouncilSwedish Research Council [345-2002-3701, PDOKJ028/2006:1]; Riksbankens Jubileumsfond [PDOKJ028/2006:1]; Knut and Alice Wallenberg FoundationKnut & Alice Wallenberg Foundation [PDOKJ028/2006:1]; Centre of Excellence Grant from the National Health & Medical Research Council
  • We partitioned early childhood reading into genetic and environmental sources of variance and examined the full distribution of ability levels from low through normal to high as computed by quantile regression. The full sample comprised twin pairs measured at preschool (n = 977), kindergarten (n = 1028), grade 1 (n = 999), and grade 2 (n = 1000). Quantile regression analyses of the full distribution of literacy ability showed genetic influence in all grades from preschool to grade 2. At preschool, the low end of the distribution had higher genetic influence than the high end of the distribution and the shared environment influence was the opposite. These shared environment influences of preschool became insignificant with formal schooling. This suggests that higher scores in pre-literacy skills (preschool) are more influenced by shared environment factors, though these are short-lived. This study discusses the factors that may be influencing the results.

Ämnesord och genrebeteckningar

Biuppslag (personer, institutioner, konferenser, titlar ...)

  • Little, Callie W.Univ New England, Australia (författare)
  • Coventry, William L.Univ New England, Australia (författare)
  • Corley, RobinUniv Colorado, CO 80309 USA (författare)
  • Olson, Richard K.Univ Colorado, CO 80309 USA (författare)
  • Samuelsson, StefanLinköpings universitet,Pedagogik och didaktik,Utbildningsvetenskap(Swepub:liu)stesa26 (författare)
  • Byrne, BrianUniv New England, Australia (författare)
  • Griffith Univ, AustraliaUniv New England, Australia (creator_code:org_t)

Sammanhörande titlar

  • Ingår i:Behavior Genetics: SPRINGER49:5, s. 425-4310001-82441573-3297

Internetlänk

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