From learning to read to reading to learn: Substantial and stable genetic influence
From learning to read to reading to learn: Substantial and stable genetic influence
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DOI：
10.1111/j.1467-8624.2007.00988.x
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发表时间：
2007-01-01
影响因子：
4.6
通讯作者：
Plomin, Robert
中科院分区：
文献类型：
--
作者：
Harlaar, Nicole;Dale, Philip S.;Plomin, Robert
人们对早期阅读能力的稳定性和变化的根本原因和发展模式知之甚少。在一项针对双胞胎（n = 4,291 对）的纵向研究中，教师使用英国国家课程 (NC) 标准评估的阅读成绩的个体差异显示，7、9 和 10 岁时存在显着的遗传性 (0.57-0.67)，并且受到适度的共同环境影响 (0.10-0.17)。 NC 评分的稳定性主要由遗传因素决定。还有证据表明每个年龄段都有特定年龄的遗传影响。尽管从“学习阅读”转变为“从阅读中学习”，但在小学阶段，遗传对阅读的影响是巨大且稳定的。
Little is known about the underlying causes and developmental patterns of stability and change in early reading abilities. In a longitudinal study of twins (n=4,291 pairs), individual differences in reading achievement assessed by teachers using U.K. National Curriculum (NC) criteria showed substantial heritabilities at ages 7, 9, and 10 years (.57-.67) and modest shared environmental influences (.10-.17). Stability in NC scores was primarily mediated genetically. There was also evidence for age-specific genetic influences at each age. Genetic influences on reading are substantial and stable during the elementary school years despite the shift from "learning to read" to "reading to learn."