Home environmental influences on children's language and reading skills in a genetically sensitive design: Are socioeconomic status and home literacy environment environmental mediators and moderators?
This twin study examined how family socioeconomic status (SES) and home literacy environment (HLE) contributes to Chinese language and reading skills. It included 312 Chinese twin pairs aged 3 to 11. Children were individually administered tasks of Chinese word reading, receptive vocabulary and read...
Gespeichert in:
| Veröffentlicht in: | Scandinavian journal of psychology 2017-12, Vol.58 (6), p.519-529 |
|---|---|
| Hauptverfasser: | , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 529 |
|---|---|
| container_issue | 6 |
| container_start_page | 519 |
| container_title | Scandinavian journal of psychology |
| container_volume | 58 |
| creator | Chow, Bonnie Wing‐Yin Ho, Connie Suk‐Han Wong, Simpson W. L. Waye, Mary M. Y. Zheng, Mo |
| description | This twin study examined how family socioeconomic status (SES) and home literacy environment (HLE) contributes to Chinese language and reading skills. It included 312 Chinese twin pairs aged 3 to 11. Children were individually administered tasks of Chinese word reading, receptive vocabulary and reading‐related cognitive skills, and nonverbal reasoning ability. Information on home environment was collected through parent‐reported questionnaires. Results showed that SES and HLE mediated shared environmental influences but did not moderate genetic influences on general language and reading abilities. Also, SES and HLE mediated shared environmental contributions to receptive vocabulary and syllable and rhyme awareness, but not orthographic skills. The findings of this study add to past twin studies that focused on alphabetic languages, suggesting that these links could be universal across languages. They also extend existing findings on SES and HLE's contributions to reading‐related cognitive skills. |
| doi_str_mv | 10.1111/sjop.12397 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_1955627066</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>1955627066</sourcerecordid><originalsourceid>FETCH-LOGICAL-c3577-3493280f4602589820fe0bb6fe3bc41cb0ea94a17de25aec18ee4d57b4cc2cdc3</originalsourceid><addsrcrecordid>eNp9kVFr1TAcxYMo7jp98QNIwAdF6EzSNG19kTHUKYMJ6nNJk3-7XNPkmn87uR_Rb2XuOkX2YF5C4HdODucQ8pSzE57Pa9zG3QkXZVvfIxsuVV20smL3yYaxUhVVpeQReYS4ZYzJpqkfkiPRMtUwxTfk13mcgEK4dimGCcKsPXVh8AsEA0hjoObKeZsgvEDqdRgXPQLVwdIE2rowUvzuvMcsopqOEGB2Rnu_pwgB3eyugVpAN4Y39DQBxWhcBBNDnJyhOOt5wRu7q0MO72ZI2uz_DXQn3ATW6TmmVTVFmwWH59vH5MGgPcKT2_uYfHv_7uvZeXFx-eHj2elFYcqqrotStqVo2CAVE1XTNoINwPpeDVD2RnLTM9Ct1Ly2ICoNhjcA0lZ1L40RxprymLxcfXcp_lgA525yaMDnciAu2PE2Ny5qplRGn99Bt3FJIafLVP6flY1oMvVqpUyKiAmGbpfcpNO-46w7DNwdBu5uBs7ws1vLpc9V_EX_LJoBvgI_nYf9f6y6L58uP6-mvwHdy7bx</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1960203828</pqid></control><display><type>article</type><title>Home environmental influences on children's language and reading skills in a genetically sensitive design: Are socioeconomic status and home literacy environment environmental mediators and moderators?</title><source>MEDLINE</source><source>Access via Wiley Online Library</source><creator>Chow, Bonnie Wing‐Yin ; Ho, Connie Suk‐Han ; Wong, Simpson W. L. ; Waye, Mary M. Y. ; Zheng, Mo</creator><creatorcontrib>Chow, Bonnie Wing‐Yin ; Ho, Connie Suk‐Han ; Wong, Simpson W. L. ; Waye, Mary M. Y. ; Zheng, Mo</creatorcontrib><description>This twin study examined how family socioeconomic status (SES) and home literacy environment (HLE) contributes to Chinese language and reading skills. It included 312 Chinese twin pairs aged 3 to 11. Children were individually administered tasks of Chinese word reading, receptive vocabulary and reading‐related cognitive skills, and nonverbal reasoning ability. Information on home environment was collected through parent‐reported questionnaires. Results showed that SES and HLE mediated shared environmental influences but did not moderate genetic influences on general language and reading abilities. Also, SES and HLE mediated shared environmental contributions to receptive vocabulary and syllable and rhyme awareness, but not orthographic skills. The findings of this study add to past twin studies that focused on alphabetic languages, suggesting that these links could be universal across languages. They also extend existing findings on SES and HLE's contributions to reading‐related cognitive skills.</description><identifier>ISSN: 0036-5564</identifier><identifier>EISSN: 1467-9450</identifier><identifier>DOI: 10.1111/sjop.12397</identifier><identifier>PMID: 29068061</identifier><language>eng</language><publisher>England: Wiley Subscription Services, Inc</publisher><subject>Child ; Child Development ; Child, Preschool ; Children ; China ; Cognition & reasoning ; Cognitive ability ; Family ; family socioeconomic status ; Female ; Gene-Environment Interaction ; home literacy environment ; Humans ; Language ; Language and reading skills ; Literacy ; Male ; Reading ; Reading comprehension ; reading‐related cognitive skills ; Social Class ; Socioeconomic factors ; Socioeconomic status ; twin study ; Twins</subject><ispartof>Scandinavian journal of psychology, 2017-12, Vol.58 (6), p.519-529</ispartof><rights>2017 Scandinavian Psychological Associations and John Wiley & Sons Ltd</rights><rights>2017 Scandinavian Psychological Associations and John Wiley & Sons Ltd.</rights><rights>Scandinavian Journal of Psychology © 2017 Scandinavian Psychological Associations and John Wiley & Sons Ltd</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3577-3493280f4602589820fe0bb6fe3bc41cb0ea94a17de25aec18ee4d57b4cc2cdc3</citedby><cites>FETCH-LOGICAL-c3577-3493280f4602589820fe0bb6fe3bc41cb0ea94a17de25aec18ee4d57b4cc2cdc3</cites><orcidid>0000-0002-3995-7358</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fsjop.12397$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fsjop.12397$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,45574,45575</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/29068061$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Chow, Bonnie Wing‐Yin</creatorcontrib><creatorcontrib>Ho, Connie Suk‐Han</creatorcontrib><creatorcontrib>Wong, Simpson W. L.</creatorcontrib><creatorcontrib>Waye, Mary M. Y.</creatorcontrib><creatorcontrib>Zheng, Mo</creatorcontrib><title>Home environmental influences on children's language and reading skills in a genetically sensitive design: Are socioeconomic status and home literacy environment environmental mediators and moderators?</title><title>Scandinavian journal of psychology</title><addtitle>Scand J Psychol</addtitle><description>This twin study examined how family socioeconomic status (SES) and home literacy environment (HLE) contributes to Chinese language and reading skills. It included 312 Chinese twin pairs aged 3 to 11. Children were individually administered tasks of Chinese word reading, receptive vocabulary and reading‐related cognitive skills, and nonverbal reasoning ability. Information on home environment was collected through parent‐reported questionnaires. Results showed that SES and HLE mediated shared environmental influences but did not moderate genetic influences on general language and reading abilities. Also, SES and HLE mediated shared environmental contributions to receptive vocabulary and syllable and rhyme awareness, but not orthographic skills. The findings of this study add to past twin studies that focused on alphabetic languages, suggesting that these links could be universal across languages. They also extend existing findings on SES and HLE's contributions to reading‐related cognitive skills.</description><subject>Child</subject><subject>Child Development</subject><subject>Child, Preschool</subject><subject>Children</subject><subject>China</subject><subject>Cognition & reasoning</subject><subject>Cognitive ability</subject><subject>Family</subject><subject>family socioeconomic status</subject><subject>Female</subject><subject>Gene-Environment Interaction</subject><subject>home literacy environment</subject><subject>Humans</subject><subject>Language</subject><subject>Language and reading skills</subject><subject>Literacy</subject><subject>Male</subject><subject>Reading</subject><subject>Reading comprehension</subject><subject>reading‐related cognitive skills</subject><subject>Social Class</subject><subject>Socioeconomic factors</subject><subject>Socioeconomic status</subject><subject>twin study</subject><subject>Twins</subject><issn>0036-5564</issn><issn>1467-9450</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kVFr1TAcxYMo7jp98QNIwAdF6EzSNG19kTHUKYMJ6nNJk3-7XNPkmn87uR_Rb2XuOkX2YF5C4HdODucQ8pSzE57Pa9zG3QkXZVvfIxsuVV20smL3yYaxUhVVpeQReYS4ZYzJpqkfkiPRMtUwxTfk13mcgEK4dimGCcKsPXVh8AsEA0hjoObKeZsgvEDqdRgXPQLVwdIE2rowUvzuvMcsopqOEGB2Rnu_pwgB3eyugVpAN4Y39DQBxWhcBBNDnJyhOOt5wRu7q0MO72ZI2uz_DXQn3ATW6TmmVTVFmwWH59vH5MGgPcKT2_uYfHv_7uvZeXFx-eHj2elFYcqqrotStqVo2CAVE1XTNoINwPpeDVD2RnLTM9Ct1Ly2ICoNhjcA0lZ1L40RxprymLxcfXcp_lgA525yaMDnciAu2PE2Ny5qplRGn99Bt3FJIafLVP6flY1oMvVqpUyKiAmGbpfcpNO-46w7DNwdBu5uBs7ws1vLpc9V_EX_LJoBvgI_nYf9f6y6L58uP6-mvwHdy7bx</recordid><startdate>201712</startdate><enddate>201712</enddate><creator>Chow, Bonnie Wing‐Yin</creator><creator>Ho, Connie Suk‐Han</creator><creator>Wong, Simpson W. L.</creator><creator>Waye, Mary M. Y.</creator><creator>Zheng, Mo</creator><general>Wiley Subscription Services, Inc</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7TK</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0002-3995-7358</orcidid></search><sort><creationdate>201712</creationdate><title>Home environmental influences on children's language and reading skills in a genetically sensitive design: Are socioeconomic status and home literacy environment environmental mediators and moderators?</title><author>Chow, Bonnie Wing‐Yin ; Ho, Connie Suk‐Han ; Wong, Simpson W. L. ; Waye, Mary M. Y. ; Zheng, Mo</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3577-3493280f4602589820fe0bb6fe3bc41cb0ea94a17de25aec18ee4d57b4cc2cdc3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Child</topic><topic>Child Development</topic><topic>Child, Preschool</topic><topic>Children</topic><topic>China</topic><topic>Cognition & reasoning</topic><topic>Cognitive ability</topic><topic>Family</topic><topic>family socioeconomic status</topic><topic>Female</topic><topic>Gene-Environment Interaction</topic><topic>home literacy environment</topic><topic>Humans</topic><topic>Language</topic><topic>Language and reading skills</topic><topic>Literacy</topic><topic>Male</topic><topic>Reading</topic><topic>Reading comprehension</topic><topic>reading‐related cognitive skills</topic><topic>Social Class</topic><topic>Socioeconomic factors</topic><topic>Socioeconomic status</topic><topic>twin study</topic><topic>Twins</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Chow, Bonnie Wing‐Yin</creatorcontrib><creatorcontrib>Ho, Connie Suk‐Han</creatorcontrib><creatorcontrib>Wong, Simpson W. L.</creatorcontrib><creatorcontrib>Waye, Mary M. Y.</creatorcontrib><creatorcontrib>Zheng, Mo</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Neurosciences Abstracts</collection><collection>MEDLINE - Academic</collection><jtitle>Scandinavian journal of psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Chow, Bonnie Wing‐Yin</au><au>Ho, Connie Suk‐Han</au><au>Wong, Simpson W. L.</au><au>Waye, Mary M. Y.</au><au>Zheng, Mo</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Home environmental influences on children's language and reading skills in a genetically sensitive design: Are socioeconomic status and home literacy environment environmental mediators and moderators?</atitle><jtitle>Scandinavian journal of psychology</jtitle><addtitle>Scand J Psychol</addtitle><date>2017-12</date><risdate>2017</risdate><volume>58</volume><issue>6</issue><spage>519</spage><epage>529</epage><pages>519-529</pages><issn>0036-5564</issn><eissn>1467-9450</eissn><abstract>This twin study examined how family socioeconomic status (SES) and home literacy environment (HLE) contributes to Chinese language and reading skills. It included 312 Chinese twin pairs aged 3 to 11. Children were individually administered tasks of Chinese word reading, receptive vocabulary and reading‐related cognitive skills, and nonverbal reasoning ability. Information on home environment was collected through parent‐reported questionnaires. Results showed that SES and HLE mediated shared environmental influences but did not moderate genetic influences on general language and reading abilities. Also, SES and HLE mediated shared environmental contributions to receptive vocabulary and syllable and rhyme awareness, but not orthographic skills. The findings of this study add to past twin studies that focused on alphabetic languages, suggesting that these links could be universal across languages. They also extend existing findings on SES and HLE's contributions to reading‐related cognitive skills.</abstract><cop>England</cop><pub>Wiley Subscription Services, Inc</pub><pmid>29068061</pmid><doi>10.1111/sjop.12397</doi><tpages>11</tpages><orcidid>https://orcid.org/0000-0002-3995-7358</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0036-5564 |
| ispartof | Scandinavian journal of psychology, 2017-12, Vol.58 (6), p.519-529 |
| issn | 0036-5564 1467-9450 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_1955627066 |
| source | MEDLINE; Access via Wiley Online Library |
| subjects | Child Child Development Child, Preschool Children China Cognition & reasoning Cognitive ability Family family socioeconomic status Female Gene-Environment Interaction home literacy environment Humans Language Language and reading skills Literacy Male Reading Reading comprehension reading‐related cognitive skills Social Class Socioeconomic factors Socioeconomic status twin study Twins |
| title | Home environmental influences on children's language and reading skills in a genetically sensitive design: Are socioeconomic status and home literacy environment environmental mediators and moderators? |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-20T20%3A01%3A07IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Home%20environmental%20influences%20on%20children's%20language%20and%20reading%20skills%20in%20a%20genetically%20sensitive%20design:%20Are%20socioeconomic%20status%20and%20home%20literacy%20environment%20environmental%20mediators%20and%20moderators?&rft.jtitle=Scandinavian%20journal%20of%20psychology&rft.au=Chow,%20Bonnie%20Wing%E2%80%90Yin&rft.date=2017-12&rft.volume=58&rft.issue=6&rft.spage=519&rft.epage=529&rft.pages=519-529&rft.issn=0036-5564&rft.eissn=1467-9450&rft_id=info:doi/10.1111/sjop.12397&rft_dat=%3Cproquest_cross%3E1955627066%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1960203828&rft_id=info:pmid/29068061&rfr_iscdi=true |