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Teacher quality moderates the genetic effects on early reading.

Title: Teacher quality moderates the genetic effects on early reading.
Name(s): Taylor, J, author
Roehrig, A D, author
Soden Hensler, B, author
Connor, C M, author
Schatschneider, C, author
Type of Resource: text
Genre: Text
Date Issued: 2010-04-23
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Children's reading achievement is influenced by genetics as well as by family and school environments. The importance of teacher quality as a specific school environmental influence on reading achievement is unknown. We studied first- and second-grade students in Florida from schools representing diverse environments. Comparison of monozygotic and dizygotic twins, differentiating genetic similarities of 100% and 50%, provided an estimate of genetic variance in reading achievement. Teacher quality was measured by how much reading gain the non-twin classmates achieved. The magnitude of genetic variance associated with twins' oral reading fluency increased as the quality of their teacher increased. In circumstances where the teachers are all excellent, the variability in student reading achievement may appear to be largely due to genetics. However, poor teaching impedes the ability of children to reach their potential.
Identifier: FSU_pmch_20413504 (IID), 10.1126/science.1186149 (DOI), PMC2905841 (PMCID), 20413504 (RID), 20413504 (EID), 328/5977/512 (PII)
Grant Number: P50 HD052120, P50 HD052120, P50 HD052120-02, P50 HD052120-020003, P50 HD052120-030003, P50 HD052120-040003
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at
Subject(s): Achievement
Educational Measurement
Educational Status
Twins, Dizygotic
Twins, Monozygotic
Persistent Link to This Record:
Owner Institution: FSU
Is Part Of: Science (New York, N.Y.).
Issue: iss. 5977, vol. 328

Choose the citation style.
Taylor, J., Roehrig, A. D., Soden Hensler, B., Connor, C. M., & Schatschneider, C. (2010). Teacher quality moderates the genetic effects on early reading. Science (New York, N.y.). Retrieved from