Home environmental influences on children's language and reading skills in a genetically sensitive design: Are socioeconomic status and home literacy environment environmental mediators and moderators?

被引:22
作者
Chow, Bonnie Wing-Yin [1 ]
Ho, Connie Suk-Han [2 ]
Wong, Simpson W. L. [3 ]
Waye, Mary M. Y. [4 ]
Zheng, Mo [2 ]
机构
[1] City Univ Hong Kong, Hong Kong, Hong Kong, Peoples R China
[2] Univ Hong Kong, Hong Kong, Hong Kong, Peoples R China
[3] Hong Kong Baptist Univ, Hong Kong, Hong Kong, Peoples R China
[4] Chinese Univ Hong Kong, Nethersole Sch Nursing, Hong Kong, Hong Kong, Peoples R China
基金
英国惠康基金;
关键词
Language and reading skills; reading-related cognitive skills; family socioeconomic status; home literacy environment; twin study; PARENTAL EDUCATION; PHONOLOGICAL AWARENESS; EARLY-CHILDHOOD; TWIN; PRESCHOOL; COMPREHENSION; HERITABILITY; ACHIEVEMENT; SINGAPORE; ABILITIES;
D O I
10.1111/sjop.12397
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
This twin study examined how family socioeconomic status (SES) and home literacy environment (HLE) contributes to Chinese language and reading skills. It included 312 Chinese twin pairs aged 3 to 11. Children were individually administered tasks of Chinese word reading, receptive vocabulary and reading-related cognitive skills, and nonverbal reasoning ability. Information on home environment was collected through parent-reported questionnaires. Results showed that SES and HLE mediated shared environmental influences but did not moderate genetic influences on general language and reading abilities. Also, SES and HLE mediated shared environmental contributions to receptive vocabulary and syllable and rhyme awareness, but not orthographic skills. The findings of this study add to past twin studies that focused on alphabetic languages, suggesting that these links could be universal across languages. They also extend existing findings on SES and HLE's contributions to reading-related cognitive skills.
引用
收藏
页码:519 / 529
页数:11
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