Project IV: Reading and Math Co-Development in a Diverse Sample of Twins

项目四：不同双胞胎样本中的阅读和数学共同发展

基本信息

批准号：
10238869
负责人：
Sara Ann Hart
金额：
$ 9.27万
依托单位：
FLORIDA STATE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2006
资助国家：
美国
起止时间：
2006-07-01 至 2023-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10238869
关键词：
Achievement Address Anxiety Child Childhood Classification Country Data Databases Development Dimensions Dizygotic Twins Enrollment Environment Failure Florida Genes Genetic Genetic Models Geographic Information Systems Geographic Locations Geography Goals Home Individual Differences Juvenile Delinquency Knowledge Learning Disabilities Mathematics Measures Modeling Monozygotic twins Motivation Nature Neighborhoods Occupational Outcome Parents Performance Prevalence Process Public Health Questionnaires Reading Research Role Sampling Schools Sex Differences Source Students Technology Testing Time Twin Multiple Birth boys cohort comorbidity design elementary school fifth grade fourth grade girls high risk interest kindergarten literacy mathematical difficulties racial and ethnic reading difficulties sex sixth grade socioeconomics success third grade

项目摘要

ABSTRACT Project 4 Reading and math problems represent an important public health issue for children in that they are associated with various negative outcomes including school failure, limited occupational success, and juvenile delinquency (Geary et al., 2012; Reynolds et al., 2002). Of US fourth-grade students, one-fourth fail to reach even partial mastery of grade-level knowledge in reading, and one-fifth fail to reach partial mastery of grade-level knowledge in math (NCES, 2015), highlighting the prevalence of reading and math difficulties in childhood. Given we know that children who struggle in reading often also struggle in math, it is important to identify influences on the development of both reading and math. The overall goal of the proposed research is to uncover salient factors, including genetic and environmental influences, which contribute to the co- development of reading and math performance, at a critical developmental point (elementary school). We will identify the first nationally-representative US twin sample through the proposed National Project on Achievement in Twins (NatPAT). The NatPAT sample will comprise 7,668 pairs of twins located across the US, and will be uniquely situated to address the overall goal of the proposed research through four specific aims (SA). First, we will utilize a large national database of reading and math performance from schools across the country to ascertain the NatPAT twin sample. Using a cohort-sequential design starting in kindergarten, we will examine reading and math performance across elementary school in order to model genetic and environmental influences on reading and math (co-)development (Specific Aim 1). Second, we will model the genetic and environmental influences on the co-occurrence of reading and math difficulties, while also testing for sex differences (Specific Aim 2). Third, we will capitalize on publically available data to characterize the environmental contexts related to the (co-)development of reading and math performance (Specific Aim 3). Finally, we will capture important attitudinal individual differences dimensions and examine how they are associated with the (co-)development of reading and math performance (Specific Aim 4).

抽象的项目4 阅读和数学问题代表了儿童的重要公共卫生问题，因为他们是相关的各种负面结果，包括学校失败，职业成功和少年犯罪（Geary等，2012； Reynolds等，2002）。在我们四年级的学生中，四分之一的学生甚至无法达到部分掌握阅读等级水平的知识，五分之一未能达到一级掌握等级的掌握数学知识（NCE，2015年），突出了童年的阅读和数学困难的普遍性。鉴于我们知道在阅读中挣扎的孩子经常在数学上挣扎，因此必须确定影响阅读和数学的发展。拟议研究的总体目标是发现显着因素，包括遗传和环境影响，这有助于共同在关键发展点（小学）的阅读和数学表现的发展。我们将通过拟议的国家项目确定第一个全国代表性的美国双胞胎样本双胞胎（NATPAT）的成就。 NATPAT样本将包括位于美国各地的7,668对双胞胎，并将是独特的，以通过四个特定目标来解决拟议研究的总体目标（SA）。首先，我们将利用大型的国家阅读和数学表现数据库确定NATPAT双胞胎样本的国家。使用从幼儿园开始的队列序列设计，我们将检查整个小学的阅读和数学表现，以建模遗传和环境对阅读和数学开发的影响（特定目的1）。第二，我们将建模遗传和环境对阅读和数学困难的共同发生的影响，同时还测试性别差异（特定目标2）。第三，我们将大写公开可用的数据以表征与（共同）阅读和数学性能的开发有关的环境环境（特定目的3）。最后，我们将捕获重要的态度个体差异维度并检查它们的状态与阅读和数学性能的（共同开发）相关（特定目的4）。