Leslie D Leve, Gordon T Harold, Jenae M Neiderhiser, Misaki N Natsuaki, Daniel S Shaw, Jody M Ganiban, David Reiss
{"title":"The Potential of Children's Rearing Environment to Overcome Genetic Propensity for Low Reading Achievement.","authors":"Leslie D Leve, Gordon T Harold, Jenae M Neiderhiser, Misaki N Natsuaki, Daniel S Shaw, Jody M Ganiban, David Reiss","doi":"10.1111/mbe.12332","DOIUrl":null,"url":null,"abstract":"<p><p>Genetic studies show that children's reading achievement is in part genetically influenced, and intervention studies show that reading achievement can be increased by environmental interventions. However, correlational and mean-level analytic strategies are rarely integrated into achievement research, potentially leading to misinterpretation of results. The parent-offspring adoption design offers a novel opportunity to examine the independent and joint roles of genetic and rearing environmental contributions. The sample included 344 adopted children in first grade and their biological and adoptive parents. Results indicated that adoptees' reading scores were correlated with their biological parents' scores, but not with their adoptive parents' scores, suggesting genetic influences. In addition, examination of mean scores indicated that adoptees' scores were significantly greater than their biological parents' (<i>p's</i> < .001) for all subtests, suggesting promotive effects of the rearing environment. This pattern was present even when biological parents scored >1 standard deviation below the biological parent mean on achievement.</p>","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9796096/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mind Brain and Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1111/mbe.12332","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2022/7/15 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Genetic studies show that children's reading achievement is in part genetically influenced, and intervention studies show that reading achievement can be increased by environmental interventions. However, correlational and mean-level analytic strategies are rarely integrated into achievement research, potentially leading to misinterpretation of results. The parent-offspring adoption design offers a novel opportunity to examine the independent and joint roles of genetic and rearing environmental contributions. The sample included 344 adopted children in first grade and their biological and adoptive parents. Results indicated that adoptees' reading scores were correlated with their biological parents' scores, but not with their adoptive parents' scores, suggesting genetic influences. In addition, examination of mean scores indicated that adoptees' scores were significantly greater than their biological parents' (p's < .001) for all subtests, suggesting promotive effects of the rearing environment. This pattern was present even when biological parents scored >1 standard deviation below the biological parent mean on achievement.
期刊介绍:
Mind, Brain, and Education (MBE), recognized as the 2007 Best New Journal in the Social Sciences & Humanities by the Association of American Publishers" Professional & Scholarly Publishing Division, provides a forum for the accessible presentation of basic and applied research on learning and development, including analyses from biology, cognitive science, and education. The journal grew out of the International Mind, Brain, and Education Society"s mission to create a new field of mind, brain and education, with educators and researchers expertly collaborating in integrating the variety of fields connecting mind, brain, and education in research, theory, and/or practice.