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Exploring how nature and nurture affect the development of reading

Title: Exploring how nature and nurture affect the development of reading: an analysis of the Florida Twin Project on reading.
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Name(s): Hart, Sara, author
Logan, Jessica, author
Soden-Hensler, Brooke, author
Kershaw, Sarah, 1983-, author
Taylor, Jeanette, author
Schatschneider, Christopher, author
Type of Resource: text
Genre: text
Issuance: serial
Date Issued: 2013
Physical Form: computer
Physical Form: online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: 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.
Identifier: FSU_migr_psy_faculty_publications-0014-P (IID)
Keywords: Child, Child Development, Child, Preschool, Environment, Female, Gene-Environment Interaction, Humans, Male, Phenotype, Reading, Retrospective Studies, Statistics as Topic, Twins, Dizygotic, Twins, Monozygotic
Uncontrolled subjects: Child, Child Development, Child, Preschool, Environment, Female, Gene-Environment Interaction, Humans, Male, Phenotype, Reading, Retrospective Studies, Statistics as Topic, Twins, Dizygotic, Twins, Monozygotic
Note: This is the accepted manuscript of an article published in Developmental Psychology. The version of scholarly record can be found on the publishers site at dx.doi.org/10.1037/a0031348
Citation: 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, Vol 49(10), Oct 2013, 1971-1981. doi: 10.1037/a0031348
Subject(s): Psychology
Links: http://dx.doi.org/10.1037/a0031348
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_migr_psy_faculty_publications-0014-P
Owner Institution: FSU
Is Part of Series: Department of Psychology Faculty Publications.
Is Part Of: Developmental psychology.
Issue: 10, 49