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Sara A. Hart 12 , Chris Schatschneider 12 & Jeanette Taylor 2

Sara A. Hart 12 , Chris Schatschneider 12 & Jeanette Taylor 2 1 Florida Center for Reading Research 2 Department of Psychology, Florida State University . Describing the environment of reading growth in a diverse sample: The Florida Twin Project on Reading, Behavior and Environment.

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Sara A. Hart 12 , Chris Schatschneider 12 & Jeanette Taylor 2

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  1. Sara A. Hart12, Chris Schatschneider12 & Jeanette Taylor2 1Florida Center for Reading Research 2Department of Psychology, Florida State University Describing the environment of reading growth in a diverse sample: The Florida Twin Project on Reading, Behavior and Environment

  2. Nature and Nurture of the Development of Reading • Behavioral Genetics has started to weigh in • Petrill et al. (2010) , Logan et al. (in press) • genetics & shared environment= where start in reading • genetics & shared environment = where grow • Genetics independent, shared environment overlapping

  3. Nature and Nurture of the Development of Reading • Christopher et al. (2013), Christopher et al. (in press) • Genetics on intercept and slope • Some partial evidence for shared environment (especially slope) • Genetics overlapping, shared environment (when there) independent

  4. Nature and Nurture of the Development of Reading • Hart et al., in press

  5. Nature and Nurture of the Development of Reading • What are these environmental influences?

  6. Possible sources • Family environment • Family SES? (e.g., Sirin, 2005) • CHAOS in the home? (e.g., Hart et al., 2007) • Home Academic environment? (e.g., Griffin & Morrison, 1997) • School environment • School SES (e.g., Hart et al., in press) • Teacher/classroom quality? (e.g., Taylor et al, 2010)

  7. Florida Twin Project on Reading • Sample • Ongoing cross-sequential study • 5,184 MZ (N=1,734) and DZ (N=3,450) twins • 50% free or reduced lunch • Procedure • In-school state achievement testing 3 x year • Parent and child questionnaire mailed home • Highlighting the role of behavior and the environment on reading • Participants • 1186 pairs = 413 MZ, 773 DZ • Mean age (1st grade) = 6.73 yrs, SD = .47 yrs Taylor et al., 2013

  8. Present study • DIBELS Oral Reading Fluency • Common measure of reading ability in schools • Highly related to RC • Fall measurement, grades 1 through 4 (03/04 – 08/09) Kim, Petscher et al., 2010

  9. Present study • Measuring the Environment • Family environment • Family SES • CHAOS in the home • Home Academic environment • School environment • School SES • Teacher/classroom quality

  10. Present study • Measuring the Environment • Family environment • Family SES: Free and Reduced Lunch Status • CHAOS in the home • Home Academic environment • School environment • School SES • Teacher/classroom quality

  11. Present study • Measuring the Environment • Family environment • Family SES • CHAOS in the home: Parent CHAOS questionnaire (2010) • Home Academic environment • School environment • School SES • Teacher/classroom quality • (Matheny et al., 1995)

  12. Present study • Measuring the Environment • Family environment • Family SES • CHAOS in the home • Home Literacy Environment :Parent questionnaire (2010) • School environment • School SES • Teacher/classroom quality • (Griffin & Morrison, 1997)

  13. Present study • Measuring the Environment • Family environment • Family SES • CHAOS in the home • Home Academic environment • School environment • School SES : Mean Free and Reduced Lunch Status of all children in same school as twins (07/08) • Teacher/classroom quality

  14. Present study • Measuring the Environment • Family environment • Family SES • CHAOS in the home • Home Academic environment • School environment • School SES • Teacher/classroom quality : ORF reading gain of classmates of twins in a school year (grade 1)

  15. Initial descriptive results

  16. Biometric Latent Growth Curve

  17. Biometric Latent Growth Curve…with measured environments! Purcell & Koenen, 2005

  18. Results Biometric Latent Growth Curve Modeling

  19. Results • Family Environment

  20. Results • School Environment

  21. Results • Combined Home & School Environment *

  22. Results • Combined Home & School Environment *

  23. In total • Family environment (CHOAS and HLE) were significant predictors of where kids started • School environment (teacher quality) was a significant predictor of where kids grew • Combination models suggested that HLE and teacher quality worked additively • SES (family or school) was not a significant predictor

  24. Limitations • The timing of each measure is not perfect • New funding is allowing us to follow the twins longitudinally with questionnaires

  25. Conclusions • It is possible to identify environmental pieces, just like specific genes • Given the importance of shared environment to growth of reading, knowing what the c2 is will allow us to better understand what influences reading development • The home environment has a role too! • Especially it seems on where kids start in grade 1

  26. Conclusions • The effect of each measured environment is small? • But greater or in line with what molecular genetics is finding! • The phenotype is messy • No reason to believe not many environments of small effect in typical population?

  27. Acknowledgements • National Institute of Child Health and Human Development P50 HD052120.

  28. Results-Individual differences in growth

  29. Results-Mean Growth Line Linear Slope: 54.10 Quadratic Slope : -9.39 Intercept: 26.55 x2(df) = 267.21 (4) p <.001 CFI .95, TLI .87, AIC 73882.73, BIC 73981.59 RMSEA .14, SRMR .03

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