Response to early literacy instruction in the United States, Australia, and Scandinavia [Elektronisk resurs] A behavioral-genetic analysis
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Samuelsson, Stefan (författare)
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Byrne, Brian (författare)
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Olson, Richard K. (författare)
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Hulslander, Jacqueline (författare)
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Wadsworth, Sally (författare)
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Corley, Robin (författare)
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Willcutt, Erik G. (författare)
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DeFries, John C. (författare)
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- Linköpings universitet Institutionen för beteendevetenskap och lärande (utgivare)
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Alternativt namn: Institutionen för beteendevetenskap och lärande, Linköpings universitet
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Alternativt namn: IBL
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Alternativt namn: Engelska: Linköping University Department of Behavioural Science and Learning
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Alternativt namn: Department of Behavioural Science and Learning, Linköping University
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Se även: Linköpings universitet Institutionen för beetendevetenskap
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Se även: Linköpings universitet Institutionen för utbildningsvetenskap
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- Linköpings universitet Filosofiska fakulteten (utgivare)
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Alternativt namn: Linköping University. Faculty of Arts and Sciences
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Se även: Universitetet i Linköping. Filosofiska fakulteten
- 2008
- Engelska.
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Ingår i: Learning and individual differences. - 1041-6080. ; 18:3, 289-295
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- Genetic and environmental influences on early reading and spelling at the end of kindergarten and Grade 1 were compared across three twin samples tested in the United States, Australia, and Scandinavia. Proportions of variance due to genetic influences on kindergarten reading were estimated at .84 in Australia, .68 in the U.S., and .33 in Scandinavia. The effects of shared environment on kindergarten reading were estimated at .09 in Australia, .25 in the U.S., and .52 in Scandinavia. A similar pattern of genetic and environmental influences was obtained for kindergarten spelling. One year later when twins in all three samples had received formal literacy instruction for at least one full school year, heritability was similarly high across country, with estimated genetic influences varying between .79 and .83 for reading and between .62 and .79 for spelling. These findings indicate that the pattern of genetic and environmental influences on early reading and spelling development varies according to educational context, with genetic influence increasing as a function of increasing intensity of early instruction. Longitudinal analyses revealed genetic continuity for both reading and spelling between kindergarten and Grade 1 across country. However, a new genetic factor comes into play accounting for independent variance in reading at Grade 1 in the U.S. and Scandinavia, suggesting a change in genetic influences on reading. Implications for response-to-instruction are discussed.
Indexterm och SAB-rubrik
- Reading
- RTI
- A behavioral-genetic analysis
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