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Genetic and environmental influences on early literacy skills across school grade contexts.

Title: Genetic and environmental influences on early literacy skills across school grade contexts.
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Name(s): Haughbrook, Rasheda, author
Hart, Sara A, author
Schatschneider, Christopher, author
Taylor, Jeanette, author
Type of Resource: text
Genre: Journal Article
Text
Date Issued: 2017-09-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Recent research suggests that the etiology of reading achievement can differ across environmental contexts. In the US, schools are commonly assigned grades (e.g. 'A', 'B') often interpreted to indicate school quality. This study explored differences in the etiology of early literacy skills for students based on these school grades. Participants included twins drawn from the Florida Twin Project on Reading (n = 1313 pairs) aged 4 to 10 years during the 2006-07 school year. Early literacy skills were assessed with DIBELS subtests: Oral Reading Fluency (ORF), Nonsense Word Fluency (NWF), Initial Sound Fluency (ISF), Letter Naming Fluency (LNF), and Phoneme Segmentation Fluency (PSF). School grade data were retrieved from the Florida Department of Education. Multi-group analyses were conducted separately for subsamples defined by 'A' or 'non-A' schools, controlling for school-level socioeconomic status. Results indicated significant etiological differences on pre-reading skills (ISF, LNF, and PSF), but not word-level reading skills (ORF and NWF). There was a consistent trend of greater environmental influences on pre-reading skills in non-A schools, arguably representing 'poorer' environmental contexts than the A schools. Importantly, this is the case outside of resources linked with school-level SES, indicating that something about the direct environment on pre-reading skills in the non-A school context is more variable than for A schools.
Identifier: FSU_pmch_27496364 (IID), 10.1111/desc.12434 (DOI), PMC5293682 (PMCID), 27496364 (RID), 27496364 (EID)
Grant Number: P50 HD052120, R21 HD072286
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5293682.
Subject(s): Child
Child Development/physiology
Child, Preschool
Comprehension
Environment
Female
Gene-Environment Interaction
Humans
Literacy
Male
Reading
Retrospective Studies
Twins, Dizygotic
Twins, Monozygotic
Verbal Behavior/physiology
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_27496364
Owner Institution: FSU
Is Part Of: Developmental science.
1467-7687
Issue: iss. 5, vol. 20

Choose the citation style.
Haughbrook, R., Hart, S. A., Schatschneider, C., & Taylor, J. (2017). Genetic and environmental influences on early literacy skills across school grade contexts. Developmental Science. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_27496364