Predicting literacy at age 7 from preliteracy at age 4 - A longitudinal genetic analysis
Predicting literacy at age 7 from preliteracy at age 4 - A longitudinal genetic analysis
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DOI：
10.1111/j.1467-9280.2005.01627.x
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发表时间：
2005-11-01
影响因子：
8.2
通讯作者：
Plomin, R
中科院分区：
文献类型：
--
作者：
Oliver, BR;Dale, PS;Plomin, R
早期识字经验和识字前知识已被证明可以预测以后的识字结果。我们使用英国3,052对同性双胞胎（6,104名儿童）的代表性样本，探讨了早期识字经验、识字前知识和学校识字结果（阅读和写作）之间的表型和病因学相互关系。4岁时的识字经验和识字前的知识都能显著独立地预测7岁时的识字能力。这两项措施也表明，遗传的影响，显着预测识字在7岁，虽然遗传调解是更强的识字前的知识比早期识字的经验。然而，对于这两种措施，共同的环境因素解释了大部分与7岁识字的联系。
Early literacy experience and preliteracy knowledge have been shown to predict later literacy outcomes. Using a representative sample of 3,052 same-sex twin pairs (6,104 children) in the United Kingdom, we explored phenotypic and etiological interrelationships among early literacy experience, preliteracy knowledge, and school-based literacy outcomes (reading and writing). Both literacy experience and preliteracy knowledge at age 4 significantly and independently predicted literacy at age 7. Both measures also showed genetic influence that significantly predicted literacy at age 7, although genetic mediation was stronger for preliteracy knowledge than for early literacy experience. However, for both measures, shared environmental factors explained most of the association with literacy at age 7.