Dataset Information

Exploring how nature and nurture affect the development of reading: an analysis of the Florida Twin Project on reading.

ABSTRACT: Research on the development of reading skills through the primary school years has pointed to the importance of individual differences in initial ability as well as the growth of those skills. Additionally, it has been theorized that reading skills develop incrementally. The present study examined the genetic and environmental influences on 2 developmental models representing these parallel ideas, generalizing the findings to explore the processes of reading development. Participants were drawn from the Florida Twin Project on Reading, with a total of 2,370 pairs of twins representative of the state of Florida. Twins' oral reading fluency scores from school progress monitoring records collected in the fall of Grades 1-5 were used to model development. Results suggested that genetic influences on the development of reading are general, shared across the early school years, as well as novel, with new genetic influences introduced at each of the first 3 years of school. The shared environment estimates suggest a pattern of general influences only, suggesting environmental effects that are moderate and stable across development.

SUBMITTER: Hart SA

PROVIDER: S-EPMC3758396 | biostudies-literature | 2013 Oct

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Exploring how nature and nurture affect the development of reading: an analysis of the Florida Twin Project on reading.

Hart Sara A SA Logan Jessica A R JA Soden-Hensler Brooke B Kershaw Sarah S Taylor Jeanette J Schatschneider Christopher C

Developmental psychology 20130107 10

Research on the development of reading skills through the primary school years has pointed to the importance of individual differences in initial ability as well as the growth of those skills. Additionally, it has been theorized that reading skills develop incrementally. The present study examined the genetic and environmental influences on 2 developmental models representing these parallel ideas, generalizing the findings to explore the processes of reading development. Participants were drawn ...[more]

PMID: 23294149

Similar Datasets

Project description:BackgroundFood fussiness (FF) describes the tendency to eat a small range of foods, due to pickiness and/or reluctance to try new foods. A common behaviour during childhood, and a considerable cause of caregiver concern; its causes are poorly understood. This is the first twin study of genetic and environmental contributions to the developmental trajectory of FF from toddlerhood to early adolescence, and stability and change over time.MethodsParticipants were from Gemini, a population-based British cohort of n = 4,804 twins born in 2007. Parents reported on FF using the Child Eating Behaviour Questionnaire 'FF' scale when children were 16 months (n = 3,854), 3 (n = 2,666), 5 (n = 2,098), 7 (n = 703), and 13 years old (n = 970). A mixed linear model examined the trajectory of FF, and a correlated factors twin model quantified genetic and environmental contributions to variation in and covariation between trajectory parameters. A longitudinal Cholesky twin model examined genetic and environmental influences on FF at each discrete age.ResultsWe modelled a single FF trajectory for all children, which was characterised by increases from 16 months to 7 years, followed by a slight decline from 7 to 13 years. All trajectory parameters were under strong genetic influence (>70%) that was largely shared, indicated by high genetic correlations. Discrete age analyses showed that genetic influence on FF increased significantly after toddlerhood (16 months: 60%, 95% CI: 53%-67%; 3 years: 83%; 81%-86%), with continuing genetic influence as indicated by significant genetic overlap across every age. Shared environmental influences were only significant during toddlerhood. Unique environmental influences explained 15%-26% of the variance over time, with some enduring influence from 5 years onwards.ConclusionsIndividual differences in FF were largely explained by genetic factors at all ages. Fussy eating also shows a significant proportion of environmental influence, especially in toddlerhood, and may, therefore, benefit from early interventions throughout childhood. Future work needs to refine the FF trajectory and explore specific trajectory classes.

Dataset Information

Exploring how nature and nurture affect the development of reading: an analysis of the Florida Twin Project on reading.

Publications

Exploring how nature and nurture affect the development of reading: an analysis of the Florida Twin Project on reading.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets