Examining the genetic and environmental associations among spelling, reading fluency, reading comprehension and a high stakes reading test in a combined sample of third and fourth grade students

被引：6
|
作者：
Little, Callie W. [1 ]
Hart, Sara A. [1 ,2 ]
机构：
[1] Florida State Univ, Dept Psychol, 1107 W Call St, Tallahassee, FL 32306 USA
[2] Florida State Univ, Florida Ctr Reading Res, 2010 Levy Ave, Tallahassee, FL 32310 USA
来源：
LEARNING AND INDIVIDUAL DIFFERENCES | 2016年 / 45卷
关键词：
Spelling; Reading fluency; Reading comprehension; Twins; ABILITY; MATHEMATICS; ACHIEVEMENT; PERFORMANCE; EDUCATION; MATH;
D O I：
10.1016/j.lindif.2015.11.008
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
The present study is an examination of the genetic and environmental effects on the associations among reading fluency, spelling and earlier reading comprehension on a later reading comprehension outcome (FCAT) in a combined sample of 3rd and 4th grade students using data from the 2011-2012 school year of the Florida Twin project on Reading (Taylor et al., 2013). A genetically sensitive model was applied to the data with results indicating a common genetic component among all four measures, along with shared and non-shared environmental influences common between reading fluency, spelling and FCAT. (C) 2015 Elsevier Inc. All rights reserved.
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页码：25 / 32
页数：8
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