Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model

Autor/inn/en	Erbeli, Florina; Hart, Sara A.; Wagner, Richard K.; Taylor, Jeanette
Titel	Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model
Quelle	In: Scientific Studies of Reading, 22 (2018) 2, S.167-180 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2017.1407321
Schlagwörter	Etiology; Reading Difficulties; Reading Programs; Response to Intervention; Progress Monitoring; Student Records; Grade 1; Grade 2; Grade 3; Grade 4; Verbal Ability; Intelligence Tests; Vocabulary; Reading Fluency; Vocabulary Skills; Correlation; Structural Equation Models; Twins; Elementary School Students; Emergent Literacy; Reading Tests; Standardized Tests; State Standards; Achievement Tests; Statistical Analysis; Children; Florida; Peabody Picture Vocabulary Test; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Florida Comprehensive Assessment Test; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Ätiologie; Reading difficulty; Leseschwierigkeit; Schülerakte; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Mündliche Leistung; Intelligence test; Intelligenztest; Wortschatz; Aktiver Wortschatz; Korrelation; Twin; Zwilling; Frühleseunterricht; Lesetest; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse; Child; Kind; Kinder
Abstract	A fairly recent definition of reading disability (RD) is that in the form of a hybrid model. The model views RD as a latent construct that is manifested through various observable unexpected impairments in reading-related skills and through inadequate response to intervention. The current report evaluated this new conceptualization of RD from an etiological perspective. The sample consisted of 2,737 twin pairs in 1st through 4th grade (M[subscript age] = 8.52) from the Florida Twin Project on Reading. Using twin analyses, results showed that a substantial proportion of genetic variance, a small proportion of shared environmental, and a small proportion of nonshared environmental variance was attributed to the RD factor. Findings suggest that the etiological architecture of RD closely mirrors the structure of the hybrid model of RD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01