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1.
Stefan Samuelsson Richard Olson Sally Wadsworth Robin Corley John C. DeFries Erik Willcutt Jacqueline Hulslander Brian Byrne 《Reading and writing》2007,20(1-2):51-75
Genetic and environmental influences on prereading skills in preschool and on early reading and spelling development at the
end of kindergarten were compared among samples of identical and fraternal twins from the U.S. (Colorado), Australia, and
Scandinavia. Mean comparisons revealed significantly lower preschool print knowledge in Scandinavia, consistent with the relatively
lower amount of shared book reading and letter-based activities with parents, and lack of emphasis on print knowledge in Scandinavian
preschools. The patterns of correlations between all preschool environment measures and prereading skills within the samples
were remarkably similar, as were the patterns of genetic, shared environment, and non-shared environment estimates: in all
samples, genetic influence was substantial and shared environment influence was relatively weak for phonological awareness,
rapid naming, and verbal memory; genetic influence was weak, and shared environment influence was relatively strong for vocabulary
and print knowledge. In contrast, for reading and spelling assessed at the end of kindergarten in the Australian and U.S.
samples, there was some preliminary evidence for country differences in the magnitude of genetic and environmental influences.
We argue that the apparently higher genetic and lower shared environment influence in the Australian sample was related to
a greater emphasis on formal reading instruction, resulting in more advanced reading and spelling skills at the end of kindergarten,
and thus there was greater opportunity to observe genetic influences on response to systematic reading instruction among the
Australian twins. 相似文献
2.
Brian Byrne Richard K. Olson Stefan Samuelsson Sally Wadsworth Robin Corley John C. DeFries Erik Willcutt 《Journal of Research in Reading》2006,29(1):33-49
Prereading and early reading skills of preschool twin children in Australia, Scandinavia and the United States were explored in a genetically sensitive design (max. N=627 preschool pairs and 422 kindergarten pairs). Analyses indicated a strong genetic influence on preschool phonological awareness, rapid naming and verbal memory. Print awareness, vocabulary and grammar/morphology were subject primarily to shared environment effects. There were significant genetic and shared environment correlations among the preschool traits. Kindergarten reading, phonological awareness and rapid naming were primarily affected by genes, and spelling was equally affected by genes and shared environment. Multivariate analyses revealed genetic and environmental overlap and independence among kindergarten variables. Longitudinal analyses showed genetic continuity as well as change in phonological awareness and rapid naming across the 2 years. Relations among the preschool variables of print awareness, phonological awareness and rapid naming and kindergarten reading were also explored in longitudinal analyses. Educational implications are discussed. 相似文献
3.
Brian Byrne Cara Delaland Ruth Fielding-Barnsley Peter Quain Stefan Samuelsson Torleiv Høien Robin Corley John C. DeFries Sally Wadsworth Erik Willcutt Richard K. Olson 《Annals of dyslexia》2002,52(1):47-73
We have initiated parallel longitudinal studies in Australia (Byrne, PI), the United States (Olson, PI), and Norway (Samuelsson,
PI) of identical and fraternal twins who are being tested in preschool for prereading skills, and in kindergarten, first grade,
and second grade for the development of early reading, spelling, and related cognitive skills. Comparisons of the similarities
of identical and fraternal twins will reveal the relative influence of genetic, shared family environment, and nonshared environment
on individual differences at and across different stages of development. Family and twin-specific environmental information
is also being directly assessed through parent questionnaires and observations by testers. Most of the data collected so far
have been from preschool twins (146 in Australia, 284 in the United States, and 70 in Norway). Preliminary analyses for the
preschool cognitive measures showed reliable genetic influences on phonological awareness and several measures of memory and
learning. In contrast, vocabulary, grammar, and morphology showed significant shared environment and negligible genetic effects.
A print knowledge composite showed both genetic and shared environment influence. 相似文献
4.
Stephen A. Petrill Kirby Deater-Deckard Lee Anne Thompson Chris Schatschneider Laura S. DeThorne David J. Vandenbergh 《Reading and writing》2007,20(1-2):127-146
We examined the genetic and environmental contribution to the stability and instability of reading outcomes in early elementary
school using a sample of 283 twin pairs drawn from the Western Reserve Reading Project. Twins were assessed across two measurement
occasions. In Wave 1, children were either in kindergarten or first grade. Wave 2 assessments were conducted one year later.
Results suggested substantial genetic stability across measurement occasions. Additionally, shared environmental influences
also accounted for stability, particularly for variables more closely tied to direct instruction such as phonological awareness,
letter knowledge, and word knowledge. There was also evidence for independent genetic and shared environmental effects, suggesting
that new sources of variance may emerge as the demands of school change and children begin to acquire early reading skills. 相似文献
5.
Jill M. Leafstedt Catherine R. Richards Michael M. Gerber 《Learning disabilities research & practice》2004,19(4):252-261
This article examines the effects of intensive phonological‐awareness (PA) instruction for kindergarten English learners. One intact kindergarten class was provided 300 minutes of intensive instruction in PA. Results indicate that students who received intervention made significant growth in word reading when compared to a cohort of kindergarten students who received general kindergarten instruction. The article also discusses ability‐group differences in performance among high‐, middle‐, and low‐performing students and the implications of these findings for instructional practice. 相似文献
6.
Research Findings: Shared reading is reported to be the single best instructional practice for emergent literacy skills. Vocabulary instruction practices implemented during shared reading by both Head Start (HS) teachers and teachers from more affluent private school settings were compared to determine whether there were differences between the 2 groups of teachers in their implementation of research-based practices. HS teachers implemented vocabulary instruction practices during shared reading more often, and chose different words to instruct, than private school teachers. Whereas 78% of HS teachers provided some vocabulary instruction during shared reading, only 59% of private school teachers did so. Among those teachers who provided vocabulary instruction during shared reading, HS teachers used significantly more contextualization strategies for word instruction than private school teachers. These findings suggest that preschool teachers who work with children from high-needs backgrounds use vocabulary instruction during shared reading as a way to bolster children’s vocabularies more frequently than teachers working in private preschools that serve children from more privileged backgrounds. Extratextual language was also compared, and private school teachers had a higher mean length of utterance and type–token ratio than the HS teachers. Practice or Policy: Professional development is recommended for preschool teachers to increase the implementation of best practices for vocabulary instruction during shared reading. 相似文献
7.
The present study examined the predictive validity of a dynamic test of decoding in which participants are taught three novel letters and how to synthesize the corresponding letter sounds into new words. One version of this dynamic test was administered to 158 kindergarten children before the onset of formal reading instruction along with traditional predictors of reading. Similarly, a parallel version of the dynamic test was administered to the same children after a few months of formal reading instruction. At the end of grade 2, the children were assessed on outcome measures of reading and categorized as having disabilities with either accuracy or fluency measures. Administered before as well as after the onset of formal reading instruction, the dynamic test of decoding contributed uniquely to the prediction of difficulties with reading accuracy at the end of grade 2 after control for traditional predictors of reading. Difficulties with reading fluency were also predicted by the dynamic decoding test, but the unique prediction value was more limited. This study showed that a dynamic assessment of decoding can be a useful addition to traditional test batteries for early identification of children at risk for reading disabilities. Even when taken before formal reading instruction, a combination of the dynamic assessment and two traditional measures (letter knowledge and rapid automatized naming) yielded a very high prediction accuracy of reading difficulties at the end of grade 2. 相似文献
8.
Marina L. Puglisi Charles Hulme Lorna G. Hamilton Margaret J. Snowling 《Scientific Studies of Reading》2017,21(6):498-514
The home literacy environment is a well-established predictor of children’s language and literacy development. We investigated whether formal, informal, and indirect measures of the home literacy environment predict children’s reading and language skills once maternal language abilities are taken into account. Data come from a longitudinal study of children at high risk of dyslexia (N = 251) followed from preschool years. Latent factors describing maternal language were significant predictors of storybook exposure but not of direct literacy instruction. Maternal language and phonological skills respectively predicted children’s language and reading/spelling skills. However, after accounting for variations in maternal language, storybook exposure was not a significant predictor of children’s outcomes. In contrast, direct literacy instruction remained a predictor of children’s reading/spelling skills. We argue that the relationship between early informal home literacy activities and children’s language and reading skills is largely accounted for by maternal skills and may reflect genetic influences. 相似文献
9.
Victoria J. Molfese Jennifer L. Beswick Jill L. Jacobi-Vessels Natalie E. Armstrong Brittany L. Culver Jamie M. White Melissa C. Ferguson Kathleen Moritz Rudasill Dennis L. Molfese 《Reading and writing》2011,24(2):133-150
The writing skills of 286 children (157 female and 129 male) were studied by comparing name writing and letter writing scores
from preschool to kindergarten with letter and word reading scores over the same time period. Two rubrics for scoring writing
were compared to determine if scores based on multiple components (i.e., letter formation, orientation on the vertical axis,
left–right orientation, and correct letter sequencing) would better reflect differences in children’s writing knowledge in
preschool and kindergarten than rubrics composed of one component (i.e., letter formation only). While developmental changes
in writing scores were found, little additional information was provided by multiple component scoring rubrics compared to
the single component rubric. Letter writing scores were more strongly related to letter and word reading scores than name
writing scores but neither writing score was predictive of growth. Implications of the findings for intentional/systematic
writing instruction in preschool curricula are discussed. 相似文献
10.
Relation between language experiences in preschool classrooms and children's kindergarten and fourth-grade language and reading abilities 总被引：1，自引：0，他引：1
Indirect effects of preschool classroom indexes of teacher talk were tested on fourth-grade outcomes for 57 students from low-income families in a longitudinal study of classroom and home influences on reading. Detailed observations and audiotaped teacher and child language data were coded to measure content and quantity of verbal interactions in preschool classrooms. Preschool teachers' use of sophisticated vocabulary during free play predicted fourth-grade reading comprehension and word recognition (mean age=9; 7), with effects mediated by kindergarten child language measures (mean age=5; 6). In large group preschool settings, teachers' attention-getting utterances were directly related to later comprehension. Preschool teachers' correcting utterances and analytic talk about books, and early support in the home for literacy predicted fourth-grade vocabulary, as mediated by kindergarten receptive vocabulary. 相似文献
11.
Both the environment and genetics are likely to influence the development of cognitive talent during the preschool years. It is not known to what degree or how these influences differ from those throughout the range of ability. 1943 twin pairs were assessed at 2, 3 and 4 years of age using diverse verbal and nonverbal cognitive measures. Consistently high scoring children were selected on a general cognitive factor. From behavioural genetic model fitting analyses, substantial shared environmental (70%) and modest genetic influences (20%) were found in the high group and this matched the aetiology of the entire sample. Strong genetic predisposition was not apparent. Individual differences in cognitive ability and high ability is largely due to shared environment during the preschool years. 相似文献
12.
Thatcher Kantor P Wagner RK Torgesen JK Rashotte CA 《Journal of learning disabilities》2011,44(4):313-321
The goal of the current study was to compare two forms of dynamic assessment and standard assessment of preschool children's phonological awareness. The first form of dynamic assessment was a form of scaffolding in which item formats were modified in response to an error so as to make the task easier or more explicit. The second form of dynamic assessment was direct instruction of the phonological awareness tasks. The results indicate that preschool children's phonological awareness can be assessed using standard assessment procedures, provided the items require processing units larger than the individual phoneme. No advantage was found in reliability or validity for either dynamic assessment condition relative to the standard assessment condition. Dynamic assessment does not appear to improve reliability or validity of phonological awareness assessments when preschool children are given tasks that they can perform using standard administration procedures. 相似文献
13.
This paper describes the technical adequacy and potential uses of an observation system used to measure the quality of literacy instruction in kindergarten classrooms. The Classroom Observations of Student–Teacher Interactions (COSTI) documents the frequency of four student–teacher interactions during beginning reading instruction: explicit teacher demonstrations, student independent practice, student errors, and teacher corrective feedback. Data were collected during kindergarten reading instruction, and the analyses address reliability, stability of the coded teaching behaviors, and predictive validity. Results indicated that data could be collected reliably and that teachers’ provision of opportunities for independent student practice was stable across the school year. Student independent practice opportunities also predicted gains in several important reading outcomes. Implications are discussed, including potential uses of the instrument for providing teachers with feedback on their literacy instruction and for extending the knowledge base on effective literacy instructional practices. 相似文献
14.
Brooke Soden-Hensler Jeanette Taylor Christopher Schatschneider 《Scientific Studies of Reading》2013,17(5):457-474
Understanding how the etiology of print awareness and phonological awareness are related to the etiology of decoding can provide insights into the development of word reading. To address this issue, we examined the degree of overlap among etiological influences of prereading skills in 1,252 twin pairs in kindergarten. Genetic, shared environmental, and nonshared environmental factors were significant for all three literacy phenotypes. The majority of genetic and shared environmental influence on decoding was due to common factors that included print awareness and phonological awareness. Notably, only a single genetic factor contributed to all three literacy phenotypes, but there was additional shared environmental influence common to phonological awareness and decoding. Findings suggest commonalities in the etiology of prereading literacy skills that could inform work on the development of reading skill. 相似文献
15.
Genetic and Environmental Etiologies of the Longitudinal Relations Between Prereading Skills and Reading 
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下载免费PDF全文 Micaela E. Christopher Jacqueline Hulslander Brian Byrne Stefan Samuelsson Janice M. Keenan Bruce Pennington John C. DeFries Sally J. Wadsworth Erik Willcutt Richard K. Olson 《Child development》2015,86(2):342-361
The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post‐first grade (M = 7.4 years), and post‐fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print knowledge, rapid naming, phonological awareness, vocabulary, and verbal memory) were primarily responsible for relations with word reading and spelling. However, relations with post‐fourth‐grade reading comprehension were due to both genetic and shared environmental influences. Genetic and shared environmental influences that were common among the prereading variables covaried with reading and spelling, as did genetic influences unique to verbal memory (only post‐fourth‐grade comprehension), print knowledge, and rapid naming. 相似文献
16.
Foorman Barbara R. Chen Dung-Tsa Carlson Coleen Moats Louisa Francis David J. Fletcher Jack M. 《Reading and writing》2003,16(4):289-324
This investigation examined the extent to whichcurricular choice and incorporation of phonemicawareness (PA) into the kindergarten curriculumaffects growth in kindergarten literacy skillsand first-grade reading and spelling outcomesin 114 classrooms in 32 Title 1 schools for4,872 children (85% African American). Literacy curricula were described as havingmore or less teacher choice and more or less PAand were implemented with ongoing professionaldevelopment. Observations of curriculumfidelities and ratings of student behavior werealso obtained. Alphabetic instruction withoutPA was not as effective as alphabeticinstruction with PA. However, effectiveinstruction in PA and alphabetic codingappeared to be as much a consequence of ongoingprofessional development as it was a functionof prescribed PA activities. Results providelarge-scale classroom support for findings onPA reported by the National Reading Panel[(2000). Teaching children to read: An evidence-basedassessment of the scientific research literature onreading and its implications for reading instruction.Washington, DC: National Institute of Child Health andHuman Development]. 相似文献
17.
幼儿萌发式阅读环境的创设 总被引：2，自引：0，他引：2
本文阐述了幼儿萌发式阅读环境创设的原理,并以澳门一所幼儿园为个案,总结了阅读指导准备阶段、全班阅读指导阶段、课后行动研究阶段幼儿萌发式阅读环境创设的重点. 相似文献
18.
Sharolyn D. Pollard-Durodola Jorge E. Gonzalez Laura Saenz Nora Resendez Oiman Kwok Leina Zhu 《Early education and development》2018,29(2):245-265
Research Findings: This study compared the effects of content-based shared book-reading instruction versus an explicit vocabulary-only condition on the vocabulary development of preschool dual language learners (DLLs). Using shared book reading as the mode of instruction, we randomly assigned 48 bilingual preschool teachers and 281 Spanish-speaking DLLs from their classrooms at the class level to either a content-enriched interactive book-reading intervention or a thematic content-related vocabulary-only condition. Screened using the preLAS®, the DLLs were selected for the study based on their scores at the prefunctional and beginning levels of English proficiency. Intervention and comparison bilingual teachers implemented the assigned instructional approach in small groups, for 20 min daily, for 18 weeks. Based on the results of multilevel models, findings indicated pre- to posttest growth on taught words for each instructional condition, with no significant effects on standardized English language measures. Practice or Policy: Results suggest that preschool DLL children benefit from the systematic use of interactive content-enriched shared book-reading vocabulary instruction or direct teaching of content vocabulary when instruction integrates language interaction opportunities with higher cognitive talk and scaffolds. The vocabulary-only routine is a cost-effective approach but may not replace the broader benefits of reading books. 相似文献
19.
《The Journal of educational research》2012,105(6):252-255
AbstractThe purpose of this study was to identify, examine, and compare attitudes of kindergarten and primary teachers toward beginning reading instruction in kindergarten. A questionnaire was devised, and teachers were asked to indicate the importance, to kindergarten children, of certain reading skills, concepts, and activities; to designate which kindergarten children should engage in reading activities; and to specify the parent's role. Forty-two of 61 questionnaires were returned. Chi-square values were calculated to compare attitudes of primary and kindergarten teachers. Comments were examined and compiled. The writer concluded that most teachers were interested in and valued reading instruction in kindergarten, but that primary teachers would tend to approach such instruction more formally than kindergarten teachers. 相似文献
20.
Nathlie A. Badian 《Reading and writing》1990,2(4):307-326
Approximately 400 children were first tested at 4, and background factors were ascertained at that time. Further testing included a kindergarten reading readiness test and reading tests at grades 3 and 8. The best preschool predictors of reading were naming tests for boys, and general verbal ability for girls. At the kindergarten level a quantitative test surpassed tests of phonemic awareness and language in predicting reading, for both boys and girls. Family history of learning disability and preschool test behavior contributed to prediction of reading. Effects of birth order were strongest at the preschool level, and handedness had its only effects at that level. Relationships of some factors to reading differed by gender. Socioeconomic status had significant effects only for boys, and a speech delay only for girls. Conclusions were that some background factors may contribute to the preschool prediction of reading, and particularly to the prospective identification of poor readers. 相似文献