Home environmental influences on children's language and reading skills in a genetically sensitive design: Are socioeconomic status and home literacy environment environmental mediators and moderators?
Home environmental influences on children's language and reading skills in a genetically sensitive design: Are socioeconomic status and home literacy environment environmental mediators and moderators?
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DOI：
10.1111/sjop.12397
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发表时间：
2017-12-01
影响因子：
2.1
通讯作者：
Zheng, Mo
中科院分区：
文献类型：
--
作者：
Chow, Bonnie Wing-Yin;Ho, Connie Suk-Han;Zheng, Mo
这项双胞胎研究探讨了家庭社会经济地位（SES）和家庭识字环境（HLE）如何影响汉语和阅读技能。其中包括 312 对 3 至 11 岁的中国双胞胎。孩子们分别接受了中文单词阅读、接受词汇和阅读相关认知技能以及非语言推理能力的任务。通过家长报告的问卷收集有关家庭环境的信息。结果表明，SES 和 HLE 介导了共同的环境影响，但没有调节遗传对一般语言和阅读能力的影响。此外，SES 和 HLE 调节了环境对接受性词汇、音节和韵律意识的共同贡献，但不调节拼写技能。这项研究的结果补充了过去专注于字母语言的双胞胎研究，表明这些联系可能跨语言普遍存在。他们还扩展了 SES 和 HLE 对阅读相关认知技能的贡献的现有发现。
This twin study examined how family socioeconomic status (SES) and home literacy environment (HLE) contributes to Chinese language and reading skills. It included 312 Chinese twin pairs aged 3 to 11. Children were individually administered tasks of Chinese word reading, receptive vocabulary and reading-related cognitive skills, and nonverbal reasoning ability. Information on home environment was collected through parent-reported questionnaires. Results showed that SES and HLE mediated shared environmental influences but did not moderate genetic influences on general language and reading abilities. Also, SES and HLE mediated shared environmental contributions to receptive vocabulary and syllable and rhyme awareness, but not orthographic skills. The findings of this study add to past twin studies that focused on alphabetic languages, suggesting that these links could be universal across languages. They also extend existing findings on SES and HLE's contributions to reading-related cognitive skills.