Brief computer interventions enhance emergent academic skills in susceptible children: A gene-by-environment experiment

Plak, Rachel D.; Merkelbach, Inge; Kegel, Cornelia A. T.; IJzendoorn, Marinus H. van; Bus, Adriana G.

doi:10.1016/j.learninstruc.2016.06.002

Cited by 14 publications

(8 citation statements)

References 25 publications

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“…The "dosage" in the current study was the same as was used in previous studies (e.g. Van der Kooy-Hofland et al, 2012;Plak et al, 2016). Children independently played the games in a classroom setting only receiving adult assistance for logging in.…”

Section: Methodsmentioning

confidence: 99%

Differential Efficacy of Digital Scaffolding of Numeracy Skills in Kindergartners With Mild Perinatal Aversities

et al. 2022

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Introduction: Children who experienced mild perinatal adversity (i.e., born late preterm or small for gestational age) are at increased risk for delays in early numeracy and literacy, which increases inequality in educational opportunities. However, this group showed increased susceptibility to the characteristics of their educational environment for literacy, especially for those born late preterm. Intervening in this group may thus be particularly beneficial, provided that their educational environment is highly structured. Delays in numeracy and mathematics are most firmly acknowledged in these children. It remains unclear if these children are also more susceptible to their educational numeracy environment. We test the hypothesis of increased susceptibility to characteristics of their educational environment in the field of numeracy.Methods: We tested the efficacy of a digital intervention of two to 3 months, which focused on visual spatial skills in a large randomized controlled trial in a sample of five-to-six-year-old kindergarten pupils from 140 elementary schools. About 45% of all participants showed delays in numeracy, of whom n = 67 (11%) were born late preterm, n = 157 (26%) were born small for gestational age, and n = 389 (63%) had no mild perinatal adversities. Pupils were assigned to a guiding and structured intervention focused on visual spatial skills (n = 294) or a control program (n = 319), targeting literacy skills. Results: The intervention did not show a main effect. The program was not effective in children small for gestational age, but it was for children born late preterm (Cohen’s d = .71, CI = .07–1.36), showing stronger numeracy skills compared to term-born peers in the intervention condition. Early numeracy skills in children born late preterm fell behind compared to term-born peers in the control condition.Conclusion: A highly structured educational numeracy environment, using repetition and adaptive feedback benefited early numeracy skills of late preterm children. These children outperformed their peers in early numeracy skills, while those in the control condition fell behind. Findings align with earlier findings on promoting early literacy in this group through an equivalent literacy intervention. A relatively simple and cost-effective intervention thus may help reduce the risk of educational inequality for children born late pre-term.

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Section: Methodsmentioning

confidence: 99%

Differential Efficacy of Digital Scaffolding of Numeracy Skills in Kindergartners With Mild Perinatal Aversities

et al. 2022

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“…Notably, much of the previous research was merely focused on the unilateral effects of genetic or family factors on children's reading achievements; there were a few studies that have examined the effects of gene and environment interactions on children's reading achievements. However, the relationship between family factors and children's reading achievements may be moderated by genes [15][16][17][18]. Currently, there are three mainstream models for the interaction between genes and the environment, namely, the diathesis-stress model, the differential susceptibility model, and the vantage sensitivity model.…”

Section: Studies On the Interaction Of Genes And Environmentmentioning

confidence: 99%

“…Some studies showed that home supervision, which is a widely used rearing strategy, especially in China, was significantly correlated with children's academic achievement [13,14]. However, some G × E (Gene × Environment interaction) research suggested that the relationship between family factors and children's behavioral outcomes may be affected by some individual characteristics; specifically, the relationship may be moderated by genes [15][16][17][18]. Thus, the current study aimed to explore whether children carrying different genotypes may have different susceptibilities to the effects of parental home supervision.…”

Section: Introductionmentioning

confidence: 99%

The Moderating Role of the DYX1C1 Gene in the Effect of Home Supervision on Chinese Children’s Reading Achievements: Evidence from the Diathesis–Stress Model

Niu,

Cai,

Zhang

2023

Behavioral Sciences

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The current study aimed to explore whether susceptible children (with differences in DYX1C1 (dyslexia susceptibility 1 candidate gene 1) gene) are more likely to be influenced by either supportive or adverse home supervision in their reading achievements. Home supervision, reading achievements, and genotype data were collected from a total of 745 fourth and fifth grade children and their parents in Chongqing, China. The results showed that there was a significant interaction between the rs11629841 polymorphism of the DYX1C1 gene and home supervision on children’s reading achievements. A further analysis based on the re-parameterized regression model showed that the interaction best fit a weak diathesis–stress model, which indicated that the home supervision had a stronger predictive effect on children’s reading achievements among children with the susceptible genotype than children with a non-susceptible genotype in a more adverse environment rather than in a supportive environment. These results suggested that children carrying different genotypes may need targeted interventions and that their parents should emphasize home supervision to develop their children’s reading skills.

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“…Studies of gene-environment interactions have explored several environmental factors, e.g., the home literacy environment (HLE), socioeconomic status (SES), the prenatal environment, and computer game interventions [14,[42][43][44]. For KIAA0319, the presence of an interaction between maternal stress during pregnancy and the rs12193738 polymorphism was shown to affect reading ability at 16 years of age [42].…”

Section: Introductionmentioning

confidence: 99%

Cumulative genetic score of KIAA0319 affects reading fluency through parental education levels and rapid automatized naming

Yang

Cheng

Wang

2022

Preprint

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KIAA0319, a well-studied candidate gene, has been shownto be associated with dyslexia and reading ability. In the present study, we investigated whether KIAA0319 interacts with the parental education level and whether rapid automatized naming (RAN), phonological awareness and morphological awareness mediate the relationship between the gene and reading ability. A total of 13 SNPs were selected, and the cumulative genetic risk score (CGS) was calculated. The interaction effect suggested that individuals with a low CGS were better at fluent reading in a positive environment than individuals with a high CGS, but not accurate reading. Moreover, the interaction coincided with the differential susceptibility model. The results of the multiple mediator model revealed that digit RAN mediates the impact of the genetic cumulative effect on fluent reading. These findings provide evidence that KIAA0319 is a risk vulnerability gene that interacts with environmental factorsto impact reading ability and demonstratethe reliability of RAN as an endophenotype.

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Brief computer interventions enhance emergent academic skills in susceptible children: A gene-by-environment experiment

Cited by 14 publications

References 25 publications

Differential Efficacy of Digital Scaffolding of Numeracy Skills in Kindergartners With Mild Perinatal Aversities

Differential Efficacy of Digital Scaffolding of Numeracy Skills in Kindergartners With Mild Perinatal Aversities

The Moderating Role of the DYX1C1 Gene in the Effect of Home Supervision on Chinese Children’s Reading Achievements: Evidence from the Diathesis–Stress Model

Cumulative genetic score of KIAA0319 affects reading fluency through parental education levels and rapid automatized naming

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