Environmental influences on reading‐related outcomes: an adoption study

Petrill, Stephen A.; Deater‐Deckard, Kirby; Schatschneider, Christopher; Davis, Chayna

doi:10.1002/icd.476

Cited by 7 publications

(4 citation statements)

References 50 publications

(57 reference statements)

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“…Although there were significant correlations among some HLE variables, correlations were small to moderate in size, suggesting that these factors are unlikely to tap the same aspects of the HLE. This is consistent with findings from prior studies (e.g., Petrill, Deater-Deckard, Schatschneider, & Davis, 2007;Petrill et al, 2005). Similarly, household quiet and household order were moderately correlated with each other (r =.33), implying that they tap distinct constructs.…”

Section: Household Chaos and Early Readingsupporting

confidence: 91%

Order in the House! Associations among Household Chaos, the Home Literacy Environment, Maternal Reading Ability, and Children’s Early Reading

Johnson¹,

Martin²,

Brooks‐Gunn³

et al. 2008

Merrill-Palmer Quarterly

113

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The current study examines whether associations exist between household chaos and children's early reading skills, after controlling for a comprehensive battery of home literacy environment characteristics. Our sample included 455 kindergarten and First-grade children who are enrolled in the Western Reserve Reading Project. We go on to test whether these associations are moderated by maternal reading ability. Results suggest that the degree of household order is significantly and positively associated with the expressive vocabulary, Woodcock Reading Mastery, and phonological awareness skills of children whose mothers are above-average readers. By contrast, the number of books a child owns or brings home and how often a child amuses self alone with books are significantly associated with the expressive vocabulary, Woodcock Reading Mastery, and phonological awareness skills of children whose mothers ore average-ability readers. These results suggest the potential for new approaches to encouraging literacy development in the home beyond those that depend solely on parental literacy.

show abstract

Section: Household Chaos and Early Readingsupporting

confidence: 91%

Order in the House! Associations among Household Chaos, the Home Literacy Environment, Maternal Reading Ability, and Children’s Early Reading

Johnson¹,

Martin²,

Brooks‐Gunn³

et al. 2008

Merrill-Palmer Quarterly

113

View full text Add to dashboard Cite

show abstract

“…Given previous findings in typically developing children (e.g., Petrill, Deater-Deckard, Schatschneider, & Davis, 2007;Taylor & Schatschneider, 2010;Turkheimer & Waldron, 2000), we hypothesize that environment-outcome relations will be stronger at lower levels of the distribution. Furthermore, we expect that a number of significant relations will be identified in our "within-child" model and our "social determinants" model, but we specifically hypothesize that, for many children these early disadvantages become sustained or accentuated, rather than fading with time, so that the predictors have a more concentrated effect at the lower end of the distribution of the relation that would otherwise be missed by OLS models but which would be identified in quantile models.…”

mentioning

confidence: 88%

Early Home Activities and Oral Language Skills in Middle Childhood: A Quantile Analysis

et al. 2017

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Oral language development is a key outcome of elementary school, and it is important to identify factors that predict it most effectively. Commonly researchers use ordinary least squares regression with conclusions restricted to average performance conditional on relevant covariates. Quantile regression offers a more sophisticated alternative. Using data of 17,687 children from the United Kingdom's Millennium Cohort Study, we compared ordinary least squares and quantile models with language development (verbal similarities) at 11 years as the outcome. Gender had more of an effect at the top of the distribution, whereas poverty, early language, and reading to the child had a greater effect at the bottom. The picture for TV watching was more mixed. The results are discussed in terms of the provision of universal and targeted interventions.

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“…Behavioral genetics work focusing on reading comprehension has indicated both significant genetic and environmental factors. Estimates of heritability have been small to large, ranging from .32 to .82 (Betjemann, Keenan, Olson, & DeFries, 2011; Betjemann et al, 2008; Hart, Petrill, & Kamp Dush, 2010; Keenan, Betjemann, Wadsworth, DeFries, & Olson, 2006; Logan et al, 2013; Petrill, Deater-Deckard, Schatschneider, & Davis, 2007). Additionally, there are low to moderate shared environmental influences on reading comprehension, ranging from .01 to .47 (Betjemann et al, 2008; Logan et al, 2013; Petrill et al, 2007), and low to moderate non-shared environmental influences, ranging from .13 to .31 (Betjemann et al, 2011; Byrne et al, 2009; Keenan et al, 2006).…”

mentioning

confidence: 99%

Test Anxiety and a High-Stakes Standardized Reading Comprehension Test: A Behavioral Genetics Perspective

Wood¹,

Hart²,

Little³

et al. 2016

Merrill-Palmer Quarterly

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Past research suggests that reading comprehension test performance does not rely solely on targeted cognitive processes such as word reading, but also on other non-target aspects such as test anxiety. Using a genetically sensitive design, we sought to understand the genetic and environmental etiology of the association between test anxiety and reading comprehension as measured by a high-stakes test. Mirroring the behavioral literature of test anxiety, three different dimensions of test anxiety were examined in relation to reading comprehension, namely intrusive thoughts, autonomic reactions, and off-task behaviors. Participants included 426 sets of twins from the Florida Twin Project on Reading. The results indicated test anxiety was negatively associated with reading comprehension test performance, specifically through common shared environmental influences. The significant contribution of test anxiety to reading comprehension on a high-stakes test supports the notion that non-targeted factors may be interfering with accurately assessing students’ reading abilities.

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Environmental influences on reading‐related outcomes: an adoption study

Cited by 7 publications

References 50 publications

Order in the House! Associations among Household Chaos, the Home Literacy Environment, Maternal Reading Ability, and Children’s Early Reading

Order in the House! Associations among Household Chaos, the Home Literacy Environment, Maternal Reading Ability, and Children’s Early Reading

Early Home Activities and Oral Language Skills in Middle Childhood: A Quantile Analysis

Test Anxiety and a High-Stakes Standardized Reading Comprehension Test: A Behavioral Genetics Perspective

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