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: 8265372
• 负责人: JEANETTE E TAYLOR
• 金额: $ 20.39万
• 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/8265372
• 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; Instruction; Juvenile Delinquency; Lead; Learning Disabilities; Lifestyle-related condition; Link; Measures; Modeling; Monitor; Outcome; Performance; Phenotype; Principal Investigator; Problem behavior; Process; Reading; Reporting; Research; Resources; Risk; Sampling; Schools; Source; Techniques; Testing; Time; Twin Multiple Birth; boys; cognitive function; 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. RELEVANCE (See instructions): Reading problems are associated with school failure and behavior problems that significantly impact children's health. The proposed project will significantly advance understanding of etiological factors involved in reading problems and associated behavior problems that will inform efforts at reducing these problems and improving children's health.

阅读问题会产生负面后果，例如学业失败，并与行为有关 可能对儿童的健康和福祉产生不利影响的问题。在项目 IV 中，我们将使用 种族/种族/经济上多样化的样本，包括 866 对同卵双胞胎和 1,725 对异卵双胞胎，年龄为 K-6 至 实现三个具体目标将显着增进我们对阅读问题的理解 表型、可能表达阅读问题遗传风险的环境背景，以及 共病阅读和行为的状态和稳定性的遗传和环境因素 问题。对于目标 1，阅读佛罗里达州进度监测和报告网络 (PMRN) 的措施 将用于创建阅读问题的分类，以识别那些具有实质性的问题 遗传影响。项目第一年收集的行为、认知和学校/家庭环境数据 350 个同卵双胞胎和 350 个同性异卵双胞胎的子样本将用于创建复合材料 显着的环境因素（例如家庭读写能力、学校资源水平、课堂效率）以及 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， 阅读问题背后的基因-环境相互作用过程将通过测试来识别 显着环境因素对遗传和环境变异的调节作用 使用生物识别模型对 PMRN 进行阅读测量（例如，单词阅读流畅度、理解力）。 对于目标 3，将重新评估 700 对双胞胎的子样本的行为和环境指标 该项目的第 3 年和第 5 年，这些数据将与双胞胎的 PMRN 读取数据相结合，以 估计遗传和环境对阅读之间合并症的状态和稳定性的贡献 使用双变量生物识别模型来解决问题和行为问题。 相关性（参见说明）： 阅读问题与学业失败和行为问题有关，这些问题会严重影响 儿童的健康。拟议的项目将显着促进对相关病因的理解 阅读问题和相关行为问题将为减少这些问题的努力提供信息 并改善儿童的健康。