Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study

被引：25

作者：

Little, Callie W. ^{[1
]}

Hart, Sara A. ^{[1
]}

Quinn, Jamie M. ^{[2
]}

Tucker-Drob, Elliot M. ^{[2
]}

Taylor, Jeanette ^{[1
]}

Schatschneider, Christopher ^{[1
]}

机构：

[1] Florida State Univ, Tallahassee, FL 32306 USA

[2] Univ Texas Austin, Austin, TX 78712 USA

来源：

CHILD DEVELOPMENT | 2017年 / 88卷 / 03期

关键词：

ENVIRONMENTAL-INFLUENCES; INDIVIDUAL-DIFFERENCES; LEARNING-DISABILITIES; WORD RECOGNITION; ACHIEVEMENT; STUDENTS; OUTCOMES; CONTEXT; GROWTH; SKILLS;

D O I：

10.1111/cdev.12670

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study explores the co-development of two related but separate reading skills, reading fluency and reading comprehension, across Grades 1-4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1,784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping genetic and environmental factors. Growth in both skills was influenced by highly overlapping shared environmental factors. Cross-lagged parameters indicated bidirectional effects, with stronger effects from fluency to comprehension change than from comprehension to fluency change.

引用

页码：934 / 945

页数：12

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