Florida Twin Project on Reading, Behavior, and Environment

佛罗里达双胞胎阅读、行为和环境项目

• 批准号: 8386564
• 负责人: JEANETTE E TAYLOR
• 金额: $ 15.97万
• 依托单位: FLORIDA STATE UNIVERSITY
• 依托单位国家: 美国
• 资助国家: 美国
• 起止时间: 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/8386564
• 关键词: Attention; Awareness; Behavior; Behavioral; Child; Child health care; Classification; Cognitive; Comorbidity; Comprehension; Data; Databases; Development; Dizygotic Twins; Education; Effectiveness; Environment; Environmental Risk Factor; Failure; Family; Florida; Genes; Genetic; Genetic Risk; Genetic screening method; Goals; Growth; Heritability; Home environment; Impaired cognition; Impulsivity; Individual; Juvenile Delinquency; Lead; Learning Disabilities; Lifestyle-related condition; Link; Measures; Modeling; Monitor; Outcome; Performance; Phenotype; Problem behavior; Process; Reading; Reporting; Research; Resources; Risk; Sampling; Schools; Source; Techniques; Testing; Time; Twin Multiple Birth; boys; cognitive function; conduct problem; design; executive function; formycin triphosphate; gene environment interaction; girls; improved; indexing; literacy; meetings; peer; phonology; sex; skills; statistics; teacher

Reading problems have negative consequences such as school failure and are associated with behavior problems that can adversely impact children's health and wellbeing. In Project IV, we will use an ethnically/racially/economically diverse sample of 866 identical and 1,725 fraternal twin pairs in grades K-6 to accomplish three specific aims that will significantly advance our understanding of reading problem phenotypes, the environmental context in which genetic risk for reading problems may be expressed, and genetic and environmental factors underlying status and stability of comorbid reading and behavior problems. For aim 1, reading measures from Florida's Progress Monitoring and Reporting Network (PMRN) will be used to create classifications of reading problems in order to identify those that have substantial genetic influence. Behavioral, cognitive, and school/home environment data collected in year 1 ofthe project on a subsample of 350 identical and 350 same-sex fraternal twins will be used to created composites of salient environmental factors (e.g., home literacy, school resource level, classroom effectiveness) and behavior problems related to executive cognitive dysfunction (e.g., attention, impulsivity, etc.). For aim 2, gene-environment interplay processes underlying reading problems will be identified by testing for moderating effects of salient environmental factors on genetic and environmental variance associated with reading measures from the PMRN (e.g., word reading fluency, comprehension) using biometrical models. For aim 3, the subsample of 700 twin pairs will be re-assessed on behavior and environment measures in years 3 and 5 ofthe project and those data will be combined with PMRN reading data on the twins to estimate genetic and environmental contributions to status and stability ofthe comorbidity between reading problems and behavior problems using bivariate biometrical models.

阅读问题会产生负面后果，例如学业失败，并与可能对儿童的健康和福祉产生不利影响的行为问题相关。在项目 IV 中，我们将使用由 K-6 年级的 866 对同卵双胞胎和 1,725 对异卵双胞胎组成的种族/种族/经济多样化样本来实现三个具体目标，这将显着增进我们对阅读问题表型、遗传性阅读问题的环境背景的理解。可能会表达阅读问题的风险，以及共病阅读和行为问题的潜在状态和稳定性的遗传和环境因素。对于目标 1，佛罗里达州进度监测和报告网络 (PMRN) 的阅读测量将用于创建阅读问题的分类，以便识别那些具有重大遗传影响的问题。项目第一年收集的 350 名同卵双胞胎和 350 名同性异卵双胞胎子样本的行为、认知和学校/家庭环境数据将用于创建显着环境因素的综合数据（例如，家庭读写能力、学校资源水平、课堂有效性）和与执行认知功能障碍相关的行为问题（例如注意力、冲动等）。对于目标 2，将通过使用生物识别模型测试显着环境因素对与 PMRN 阅读测量（例如，单词阅读流利度、理解力）相关的遗传和环境方差的调节作用，来识别潜在的阅读问题的基因-环境相互作用过程。对于目标 3，将在项目第 3 年和第 5 年重新评估 700 对双胞胎的子样本的行为和环境措施，这些数据将与双胞胎的 PMRN 读取数据相结合，以估计遗传和环境对状态和稳定性的贡献使用双变量生物识别模型研究阅读问题和行为问题之间的共病。