Early classroom reading gains moderate shared environmental influences on reading comprehension in adolescence / Jeanette TAYLOR in Journal of Child Psychology and Psychiatry, 61-6 (June 2020)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 61-6 (June 2020) . - p.689-698 Titre : Early classroom reading gains moderate shared environmental influences on reading comprehension in adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Jeanette TAYLOR, Auteur ; Florina ERBELI, Auteur ; Sara A. HART, Auteur ; Wendy JOHNSON, Auteur Article en page(s) : p.689-698 Langues : Anglais (eng) Mots-clés : Reading comprehension  environmental moderation  genetic influence Index. décimale : PER Périodiques Résumé : BACKGROUND: Reading is important for children's success in school and beyond, yet many adolescents fail to reach expected levels of proficiency. This highlights the need to better understand the factors that influence reading effectiveness over time, including genes and environment. Greater expression of genetic influence on first- and second-grade reading fluency has been observed in higher quality classroom reading environments. To what degree this early environment continues to influence genetic and other environmental influences on later reading is unknown and was tested in this study. METHODS: The quality of the early classroom reading environment was approximated by gains in oral reading fluency (ORF) across the school year among first- or second-grade classmates of 546 MZ and 1,016 DZ twin children (mean age = 7.13 years; SD = 0.45) who had reading comprehension scores from a state-wide mandatory test in school year 2013-2014 when most twin pairs were in seventh to tenth grade (mean age = 14.41; SD = 1.13) in a variable called Class ORF Gain. Biometrical models were fit to the data to assess whether Class ORF Gain moderated the genetic, shared environmental and/or nonshared environmental variance associated with adolescent reading comprehension. RESULTS: Class ORF Gain moderated shared environmental influences on reading comprehension 6-9 years later. When early classroom reading gains were poor, variability in reading comprehension in adolescence was high and was associated largely with shared environmental influences. When early classroom reading gains were good, overall and shared environmentally influenced variability in adolescent reading comprehension was lower so that genetic influences were most relevant in explaining that variability. CONCLUSIONS: Our findings suggested that classroom reading environment experienced when children were learning to read had a lasting influence on the factors underlying variability in later reading effectiveness. En ligne : http://dx.doi.org/10.1111/jcpp.13134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Early classroom reading gains moderate shared environmental influences on reading comprehension in adolescence [Texte imprimé et/ou numérique] / Jeanette TAYLOR, Auteur ; Florina ERBELI, Auteur ; Sara A. HART, Auteur ; Wendy JOHNSON, Auteur . - p.689-698. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 61-6 (June 2020) . - p.689-698 Mots-clés : Reading comprehension  environmental moderation  genetic influence Index. décimale : PER Périodiques Résumé : BACKGROUND: Reading is important for children's success in school and beyond, yet many adolescents fail to reach expected levels of proficiency. This highlights the need to better understand the factors that influence reading effectiveness over time, including genes and environment. Greater expression of genetic influence on first- and second-grade reading fluency has been observed in higher quality classroom reading environments. To what degree this early environment continues to influence genetic and other environmental influences on later reading is unknown and was tested in this study. METHODS: The quality of the early classroom reading environment was approximated by gains in oral reading fluency (ORF) across the school year among first- or second-grade classmates of 546 MZ and 1,016 DZ twin children (mean age = 7.13 years; SD = 0.45) who had reading comprehension scores from a state-wide mandatory test in school year 2013-2014 when most twin pairs were in seventh to tenth grade (mean age = 14.41; SD = 1.13) in a variable called Class ORF Gain. Biometrical models were fit to the data to assess whether Class ORF Gain moderated the genetic, shared environmental and/or nonshared environmental variance associated with adolescent reading comprehension. RESULTS: Class ORF Gain moderated shared environmental influences on reading comprehension 6-9 years later. When early classroom reading gains were poor, variability in reading comprehension in adolescence was high and was associated largely with shared environmental influences. When early classroom reading gains were good, overall and shared environmentally influenced variability in adolescent reading comprehension was lower so that genetic influences were most relevant in explaining that variability. CONCLUSIONS: Our findings suggested that classroom reading environment experienced when children were learning to read had a lasting influence on the factors underlying variability in later reading effectiveness. En ligne : http://dx.doi.org/10.1111/jcpp.13134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Where you live matters: visualizing environmental effects on reading attainment / Florina ERBELI ; Zoe E. REED ; Rasheda HAUGHBROOK ; Oliver S. P. DAVIS ; Sara A. HART ; Jeanette E. TAYLOR in Journal of Child Psychology and Psychiatry, 65-6 (June 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-6 (June 2024) . - p.798-808 Titre : Where you live matters: visualizing environmental effects on reading attainment Type de document : Texte imprimé et/ou numérique Auteurs : Florina ERBELI, Auteur ; Zoe E. REED, Auteur ; Rasheda HAUGHBROOK, Auteur ; Oliver S. P. DAVIS, Auteur ; Sara A. HART, Auteur ; Jeanette E. TAYLOR, Auteur Année de publication : 2024 Article en page(s) : p.798-808 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background The way in which socioeconomic status (SES) moderates the etiology of reading attainment has been explored many times, with past work often finding that genetic influences are suppressed under conditions of socioeconomic deprivation and more fully realized under conditions of socioeconomic advantage: a gene-SES interaction. Additionally, past work has pointed toward the presence of gene-location interactions, with the relative influence of genes and environment varying across geographic regions of the same country/state. Method This study investigates the extent to which SES and geographical location interact to moderate the genetic and environmental components of reading attainment. Utilizing data from 2,135 twin pairs in Florida (mean age 13.82?years, range 10.71-17.77), the study operationalized reading attainment as reading comprehension scores from a statewide test and SES as household income. We applied a spatial twin analysis procedure to investigate how twin genetic and environmental estimates vary by geographic location. We then expanded this analysis to explore how the moderating role of SES on said genetic and environmental influences also varied by geographic location. Results A gene-SES interaction was found, with heritability of reading being suppressed in lower- (23%) versus higher-SES homes (78%). The magnitude of the moderating parameters were not consistent by location, however, and ranged from ?0.10 to 0.10 for the moderating effect on genetic influences, and from ?0.30 to 0.05 for the moderating effect on environmental influences. For smaller areas and those with less socioeconomic variability, the magnitude of the genetic moderating parameter was high, giving rise to more fully realized genetic influences on reading there. Conclusions SES significantly influences reading variability. However, a child's home location matters in both the overall etiology and how strongly SES moderates said etiologies. These results point toward the presence of multiple significant environmental factors that simultaneously, and inseparably, influence the underlying etiology of reading attainment. En ligne : https://doi.org/10.1111/jcpp.13909 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Where you live matters: visualizing environmental effects on reading attainment [Texte imprimé et/ou numérique] / Florina ERBELI, Auteur ; Zoe E. REED, Auteur ; Rasheda HAUGHBROOK, Auteur ; Oliver S. P. DAVIS, Auteur ; Sara A. HART, Auteur ; Jeanette E. TAYLOR, Auteur . - 2024 . - p.798-808. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-6 (June 2024) . - p.798-808 Index. décimale : PER Périodiques Résumé : Background The way in which socioeconomic status (SES) moderates the etiology of reading attainment has been explored many times, with past work often finding that genetic influences are suppressed under conditions of socioeconomic deprivation and more fully realized under conditions of socioeconomic advantage: a gene-SES interaction. Additionally, past work has pointed toward the presence of gene-location interactions, with the relative influence of genes and environment varying across geographic regions of the same country/state. Method This study investigates the extent to which SES and geographical location interact to moderate the genetic and environmental components of reading attainment. Utilizing data from 2,135 twin pairs in Florida (mean age 13.82?years, range 10.71-17.77), the study operationalized reading attainment as reading comprehension scores from a statewide test and SES as household income. We applied a spatial twin analysis procedure to investigate how twin genetic and environmental estimates vary by geographic location. We then expanded this analysis to explore how the moderating role of SES on said genetic and environmental influences also varied by geographic location. Results A gene-SES interaction was found, with heritability of reading being suppressed in lower- (23%) versus higher-SES homes (78%). The magnitude of the moderating parameters were not consistent by location, however, and ranged from ?0.10 to 0.10 for the moderating effect on genetic influences, and from ?0.30 to 0.05 for the moderating effect on environmental influences. For smaller areas and those with less socioeconomic variability, the magnitude of the genetic moderating parameter was high, giving rise to more fully realized genetic influences on reading there. Conclusions SES significantly influences reading variability. However, a child's home location matters in both the overall etiology and how strongly SES moderates said etiologies. These results point toward the presence of multiple significant environmental factors that simultaneously, and inseparably, influence the underlying etiology of reading attainment. En ligne : https://doi.org/10.1111/jcpp.13909 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

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