READING AND LANGUAGE PROCESSES

本研究项目的目的是评估阅读和相关语言技能的组成过程和知识，在阅读和/或ADHD缺陷的双胞胎和兄弟姐妹中，以及在正常范围控制的双胞胎中。我们之前对单词识别、正字法和语音编码以及语音意识的关注将得到阅读理解和更高水平语言技能的新措施的补充。行为遗传学分析和双胞胎识字环境的评估将用于评估不同组成部分阅读和语言技能缺陷的遗传和环境病因。双变量DF分析和双胞胎数据的验证性因素分析将用于评估遗传和环境协方差和/或组分过程和知识之间的独立性。行为遗传学分析将用于通过评估阅读障碍儿童的不同遗传和环境病因来验证其个体差异的亚型和/或维度。与研究项目I和IV合作，QTL分析将用于评估不同领导和语言技能缺陷的遗传连锁。项目II中的新措施将允许第一次彻底分析遗传和环境对阅读和听力理解过程的影响。

The objectives of this research project are to assess component processes and knowledge in reading and related language skills, in twins and siblings selected for deficits in reading and/or ADHD, and in normal- range control twins. Our previous focus on word recognition, orthographic and phonological coding, and phonological awareness will be supplemented with new measures of reading comprehension and higher-level language skills. Behavior-genetic analyses and assessment of the twins' literacy environments will be used to evaluate the genetic and environmental etiology for deficits in different component reading and language skills. Bivariate DF analyses and confirmatory factor analyses of twin data will be used to assess the genetic and environmental co- variance and/or independence among the component processes and knowledge. Behavior-genetic analyses will be used to validate subtypes and/or dimensions of individual differences among reading disabled children by assessing their differential genetic and environmental etiology. In collaboration with research projects I and IV, QTL analyses will be used to assess genetic linkage for deficits in different leading and language skills. Ne measures included in project II will allow the first thorough analysis of genetic and environmental influences on component processes in reading and listening comprehension.