Longitudinal Twin Study of Early Reading Development

早期阅读发展的纵向双胞胎研究

• 批准号: 7442306
• 负责人: RICHARD K OLSON
• 金额: $ 39.17万
• 依托单位: UNIVERSITY OF COLORADO
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-06-01 至 2011-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7442306
• 关键词: 4 year old; Adult; Age; Attention; Attention deficit hyperactivity disorder; Australia; Awareness; Behavioral Genetics; Child; Cognitive; Colorado; Comprehension; DSM-IV; Data; Development; Dizygotic Twins; Environment; Etiology; Genetic; Genotype; Growth; Hyperactive behavior; Impulsivity; Individual Differences; Intercept; International; Intervention; Knowledge; Language Development; Learning; Measurement; Measures; Memory; Modeling; Morphology; Names; Nursery Schools; Parents; Pathway interactions; Pattern; Printing; Procedures; Rate; Reading; Research; Sampling; Scandinavia; Scandinavian; Score; Structure; Testing; Twin Multiple Birth; Twin Studies; Vocabulary; critical developmental period; design; disability; follow-up; genetic analysis; inattention; phonology; sex; skills; spelling; teacher; trait; 4 year old; Adult; Age; Attention; Attention deficit hyperactivity disorder; Australia; Awareness; Behavioral Genetics; Child; Cognitive; Colorado; Comprehension; DSM-IV; Data; Development; Dizygotic Twins; Environment; Etiology; Genetic; Genotype; Growth; Hyperactive behavior; Impulsivity; Individual Differences; Intercept; International; Intervention; Knowledge; Language Development; Learning; Measurement; Measures; Memory; Modeling; Morphology; Names; Nursery Schools; Parents; Pathway interactions; Pattern; Printing; Procedures; Rate; Reading; Research; Sampling; Scandinavia; Scandinavian; Score; Structure; Testing; Twin Multiple Birth; Twin Studies; Vocabulary; critical developmental period; design; disability; follow-up; genetic analysis; inattention; phonology; sex; 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 children "learn to read", and at the end of 4th grade, when children "read 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 5 years, we propose to complete follow-up assessments of reading and related skills for 568 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.

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，对遗传和环境影响对从学龄前儿童到幼儿园，一年级和二年级结束的预读和早期阅读相关技能的影响，当孩子“学会“阅读”，以及在4年级结束时，当孩子们学习时，请学习“学习”。”来自注意力，语音意识，快速命名，言语记忆，词汇，语法，形态和印刷知识的学龄前数据已用于形成可靠的综合分数和潜在特征，以进行并发和发展行为生成分析。在接下来的5年中，我们建议在二年级结束之前完成568双对的阅读和相关技能的随访评估，并将纵向设计扩展到四年级结束，并越来越重视双胞胎的阅读和听力理解和印刷品。包括与双胞胎阅读和语言发展有关的环境措施，以帮助确定有助于行为遗传估计的特定因素，从共享和非共享环境中的影响，并确定阅读和语言发展中潜在的重要基因型 - 环境相关性。科罗拉多州研究的双数据数据将在适当的情况下与澳大利亚和斯堪的纳维亚半岛的平行研究的双数据进行比较，并将其合并，以对阅读和相关技能中的个体差异和残疾进行更强大的分析。以前与年龄较大的儿童和成年人的双胞胎研究表明，对个人差异和群体缺陷的阅读和相关技能的群体影响很大，但对这些影响的发展途径及其对干预的影响尚不清楚。从学龄前到四年级的拟议纵向双胞胎研究的完成将提供有关在早期阅读发展的这个关键时期的个体差异和残疾的遗传和环境病因的重要新证据。