Longitudinal Twin Study of Early Reading Development (supplement)

早期阅读发展的纵向孪生研究（补充）

• 批准号: 7315726
• 负责人: RICHARD K OLSON
• 金额: $ 19.49万
• 依托单位: UNIVERSITY OF COLORADO
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-09-18 至 2011-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7315726
• 关键词: Adult; Age; Attention; Attention deficit hyperactivity disorder; Australia; Awareness; Behavioral Genetics; Child; Cognitive; Colorado; Comprehension; DSM-IV; Data; Development; Dizygotic Twins; Environment; Etiology; Genes; Genetic; Genotype; Growth; Home environment; Hyperactive behavior; Impulsivity; Individual Differences; Intercept; International; Intervention; Knowledge; Language; Language Development; Learning; Measurement; Measures; Memory; Modeling; Morphology; Names; Nursery Schools; Parents; Pathway interactions; Pattern; Performance; Population; Printing; Procedures; Public Health; Rate; Reading; Reading Disabilities; Research; Sampling; Scandinavia; Scandinavian; Schools; Score; Structure; Testing; Twin Multiple Birth; Twin Studies; Vocabulary; critical developmental period; design; disability; follow-up; genetic analysis; inattention; phonology; remediation; skills; spelling; teacher; trait

DESCRIPTION (provided by applicant): The proposed research will complete the first international longitudinal twin study of genetic and environmental influences on pre-reading and early reading-related skills from preschool through the end of kindergarten, 1st, and 2nd grades, when the primary focus is on "learning to read", and at the end of 4th grade, when the primary focus is on "reading to learn." Preschool data from measures of attention, phonological awareness, rapid naming, verbal memory, vocabulary, grammar, morphology, and print knowledge are being used to form reliable composite scores and latent traits for concurrent and developmental behavior-genetic analyses. Over the next 4 years, we propose to complete follow-up assessments of reading and related skills for 487 twin pairs through the end of 2nd grade, and extend the longitudinal design to the end of 4th grade with increased emphasis on the twins' reading and listening comprehension, and on their print exposure. Environmental measures related to the twins' reading and language development are included to help identify specific factors that contribute to behavior-genetic estimates of influences from shared and non-shared environment, and to identify potentially important genotype-environment correlations in reading and language development. The twin data from the Colorado study will be compared and combined where appropriate with twin data from parallel studies in Australia and Scandinavia for more powerful analyses of individual differences and disabilities in reading and related skills. Previous twin research with older children and adults has shown strong genetic and weaker environmental influences on both individual differences and group deficits in reading and related skills, but the developmental pathways for these influences and their implications for intervention are not well understood. Completion of the proposed longitudinal twin study from preschool through the 4th grade will provide important new evidence regarding the genetic and environmental etiology of individual differences and disabilities across this critical period of early reading development. Reading disabilities and related difficulties in attention and language skills are important public health problems. The proposed research will advance our understanding of their genetic and environmental etiology, their remediation, and their expression in a highly representative population sample of identical and fraternal twin pairs.

描述（由申请人提供）：拟议的研究将完成第一项国际纵向双胞胎研究，研究遗传和环境对从学前班到幼儿园结束、一年级和二年级的学前阅读和早期阅读相关技能的影响。重点是“学习阅读”，四年级结束时，主要重点是“从阅读中学习”。来自注意力、语音意识、快速命名、言语记忆、词汇、语法、形态和印刷知识测量的学前数据被用来形成可靠的综合分数和潜在特征，用于并发和发展行为遗传分析。在接下来的4年里，我们建议在二年级末之前完成对487对双胞胎的阅读和相关技能的跟踪评估，并将纵向设计延伸到四年级末，更加重视双胞胎的阅读和相关技能。听力理解以及印刷品曝光度。包括与双胞胎阅读和语言发展相关的环境测量，以帮助确定有助于对共享和非共享环境的影响进行行为遗传估计的具体因素，并确定阅读和语言发展中潜在重要的基因型-环境相关性。来自科罗拉多州研究的双胞胎数据将在适当的情况下与来自澳大利亚和斯堪的纳维亚半岛的平行研究的双胞胎数据进行比较和组合，以便对个体差异以及阅读和相关技能方面的障碍进行更强有力的分析。先前对年龄较大的儿童和成人的双胞胎研究表明，遗传和环境对阅读和相关技能的个体差异和群体缺陷有很强的影响，但这些影响的发展途径及其对干预的影响尚不清楚。完成拟议的从学前班到四年级的纵向双胞胎研究将为早期阅读发展这一关键时期的个体差异和残疾的遗传和环境病因学提供重要的新证据。阅读障碍以及相关的注意力和语言技能困难是重要的公共卫生问题。拟议的研究将增进我们对它们的遗传和环境病因、它们的修复以及它们在同卵和异卵双胞胎的高度代表性群体样本中的表达的理解。