The intergenerational impact of mothers and fathers on children's word reading development.

IF 6.5 1区 医学 Q1 PSYCHIATRY
Germán Grande, Tonje Amland, Elsje van Bergen, Monica Melby-Lervåg, Arne Lervåg
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引用次数: 0

Abstract

Background: Numerous studies have investigated the associations between the home literacy environment (HLE) and children's word reading skills. However, these associations may partly reflect shared genetic factors since parents provide both the reading environment and their child's genetic predisposition to reading. Hence, the relationship between the HLE and children's reading is genetically confounded. To address this, parents' reading abilities have been suggested as a covariate, serving as a proxy for genetic transmission. The few studies that have incorporated this covariate control have made no distinction between the HLE reported by each parent or controlled for different skills in parents and children. We predicted children's reading development over time by the reading abilities of both parents as covariates and both parents' self-reported HLE as predictors.

Methods: We analyzed data from 242 unrelated children, 193 mothers, and 144 fathers. Children's word reading was assessed in Grades 1 and 3, and parents' word reading was assessed on a single occasion. Predictors of children's reading development included literacy resources and shared reading activities.

Results: Children's reading in Grade 3 was predicted by mothers' engagement in reading activities and by literacy resources at home, even after controlling for the genetic proxy of parental reading abilities. The longitudinal rate of change from Grades 1 to 3 was not associated with the HLE or parental reading.

Conclusions: Our finding that parental reading skills predicted children's word reading beyond children's initial word reading underscores the importance of considering genetic confounding in research on the home environment. Beyond parental reading abilities, children's skills were predicted by literacy resources in the home and by how often mothers engage in reading activities with their children. This suggests true environmental effects.

父母对儿童文字阅读发展的代际影响。
背景:许多研究调查了家庭识字环境(HLE)与儿童文字阅读能力之间的联系。然而,这些关联可能部分反映了共同的遗传因素,因为父母既提供了阅读环境,也提供了孩子的阅读遗传倾向。因此,HLE 与儿童阅读之间的关系受到遗传因素的干扰。为了解决这个问题,有人建议将父母的阅读能力作为协变量,作为遗传传递的替代变量。少数几项研究将这一协变量控制纳入其中,但这些研究并没有区分父母各自报告的 HLE,也没有控制父母和子女的不同技能。我们以父母双方的阅读能力作为协变量,以父母双方自我报告的 HLE 作为预测因子,预测儿童随着时间推移的阅读发展:我们分析了 242 名无血缘关系儿童、193 名母亲和 144 名父亲的数据。儿童的单词阅读能力在一年级和三年级时进行评估,而父母的单词阅读能力则在一个场合进行评估。儿童阅读发展的预测因素包括识字资源和共享阅读活动:结果:即使控制了父母阅读能力的遗传替代因素,母亲参与阅读活动和家庭识字资源也能预测儿童三年级的阅读能力。从一年级到三年级的纵向变化率与 HLE 或父母的阅读能力无关:我们发现,父母的阅读能力对儿童单词阅读能力的预测超出了儿童最初的单词阅读能力,这突出了在家庭环境研究中考虑遗传混杂因素的重要性。除了父母的阅读能力外,家庭中的识字资源以及母亲与孩子一起进行阅读活动的频率也能预测儿童的阅读能力。这表明环境确实会产生影响。
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来源期刊
CiteScore
13.80
自引率
5.30%
发文量
169
审稿时长
1 months
期刊介绍: The Journal of Child Psychology and Psychiatry (JCPP) is a highly regarded international publication that focuses on the fields of child and adolescent psychology and psychiatry. It is recognized for publishing top-tier, clinically relevant research across various disciplines related to these areas. JCPP has a broad global readership and covers a diverse range of topics, including: Epidemiology: Studies on the prevalence and distribution of mental health issues in children and adolescents. Diagnosis: Research on the identification and classification of childhood disorders. Treatments: Psychotherapeutic and psychopharmacological interventions for child and adolescent mental health. Behavior and Cognition: Studies on the behavioral and cognitive aspects of childhood disorders. Neuroscience and Neurobiology: Research on the neural and biological underpinnings of child mental health. Genetics: Genetic factors contributing to the development of childhood disorders. JCPP serves as a platform for integrating empirical research, clinical studies, and high-quality reviews from diverse perspectives, theoretical viewpoints, and disciplines. This interdisciplinary approach is a key feature of the journal, as it fosters a comprehensive understanding of child and adolescent mental health. The Journal of Child Psychology and Psychiatry is published 12 times a year and is affiliated with the Association for Child and Adolescent Mental Health (ACAMH), which supports the journal's mission to advance knowledge and practice in the field of child and adolescent mental health.
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