"Teacher Effects" in Early Literacy Development: Evidence From a Study of Twins

Journal of Educational Psychology

Volumn 102, Issue 1, 2010, Pages 32-42

  Byrne, Brian ^a   Coventry, William L ^a   Olson, Richard K ^b   Wadsworth, Sally J ^b   Samuelsson, Stefan ^c,d   Petrill, Stephen A ^e   Willcutt, Erik G ^b   Corley, Robin ^b  

^a UNIVERSITY OF NEW ENGLAND   (Australia)

^b UNIVERSITY OF COLORADO   (United States)

^c LINKÖPING UNIVERSITY   (Sweden)

^d UNIVERSITY OF STAVANGER   (Norway)

^e OHIO STATE UNIVERSITY   (United States)

Author keywords

genetics; reading ability; teacher effects; twins

Indexed keywords

EID: 77249162213     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0017288     Document Type: Article

References (56)

1. Alter J. Stop pandering on education. Newsweek (2007, February 12). http://www.newsweek.com/id/42974 Retrieved from http://www.newsweek.com/id/42974
2. Alvermann D.E., Fitzgerald J., and Simpson M. Teaching and learning in reading. In: Alexander P., and Winne P. (Eds). Handbook of educational psychology. 2nd ed. (2006), Erlbaum, Mahwah, NJ 427-455
3. Australian Bureau of Statistics. A picture of the nation: The statistician's report on the 2006 census: Cultural diversity overview (2009). http://www.abs.gov.au/AUSSTATS/abs@.nsf/mf/2070.0 Retrieved March 8, 2009, from http://www.abs.gov.au/AUSSTATS/abs@.nsf/mf/2070.0
4. Barkley R.A., and Murphy K. Attention-deficit hyperactivity disorder: A clinical workbook. 2nd ed. (1998), Guilford Press, New York, NY
5. Blachman B.A., Tangel D.M., Ball E.W., Black R., and McGraw C.K. Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children. Reading and Writing: An Interdisciplinary Journal 11 (1999) 239-273
6. Bus A.G., and van IJzendoorn M.H. Phonological awareness and early reading: A meta-analysis of experimental training studies. Journal of Educational Psychology 91 (1999) 403-414
7. Byrne B., Delaland C., Fielding-Barnsley R., Quain P., Samuelsson S., Hoien T., and Olson R.K. Longitudinal twin study of early reading development in three countries: Preliminary results. Annals of Dyslexia 52 (2002) 49-73
8. Byrne B., and Fielding-Barnsley R. Evaluation of a program to teach phonemic awareness to young children: A 1-year follow-up. Journal of Educational Psychology 85 (1993) 104-111
9. Byrne B., Olson R.K., Hulslander J., Samuelsson, Wadsworth S., DeFries J.C., and Samuelsson S. A behavior-genetic analysis of orthographic learning, spelling, and decoding. Journal of Research in Reading 31 (2008) 8-21
10. Byrne, B., Olson, R. K., Keenan, J. M., & Coventry, W. L. (2009). Reading comprehension at Grade 4: Data from a twin study. In B. Byrne (Chair), Behavior-genetic perspectives on reading comprehension. Symposium conducted at the 17th Annual Pacific Coast Research Conference, Coronado, CA.
11. Byrne B., Olson R.K., Samuelsson S., Wadsworth S., Corley R., DeFries J.C., and Willcutt E. Genetic and environmental influences on early literacy. Journal of Research in Reading 29 (2006) 33-49
12. Byrne B., Samuelsson S., Wadsworth S., Hulslander J., Corley R., DeFries J.C., and Olson R.K. Longitudinal twin study of early literacy development: Preschool through Grade 1. Reading and Writing: An Interdisciplinary Journal 20 (2007) 77-102
13. Byrne B., Wadsworth S., Corley R., Samuelsson S., Quain P., DeFries J.C., and Olson R.K. Longitudinal twin study of early literacy development: Preschool and kindergarten phases. Scientific Studies of Reading 9 (2005) 219-235
14. Connor C.M., Morrison F.J., Fishman B.J., Schatschneider C., and Underwood P. Algorithm-guided individualized reading instruction. Science 315 (2007) 464-465
15. Connor C.M., Son S.-H., Hindman A.H., and Morrison F.J. Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes. Journal of School Psychology 43 (2005) 343-375
16. Darling-Hammond L. Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives 8 (2000). http://epaa.asu.edu/epaa/v8n1/ Retrieved April 2, 2007, from http://epaa.asu.edu/epaa/v8n1/
17. Darling-Hammond L., and Youngs P. Defining "highly qualified teachers": What does "scientifically-based research" actually tell us?. Educational Researcher 31 (2002) 13-25
18. De La Paz S., and Graham S. Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology 94 (2002) 687-698
19. Foorman B.R., York M., Santi K.L., and Francis D. Contextual effects on predicting risk for reading difficulties in first and second grade. Reading and Writing: An Interdisciplinary Journal 21 (2008) 371-394
20. Fuchs, D., Saenz, L., McMaster, K., Yen, L., Taylor, K., Lemons, C., & Schatschneider, C. (2008, February). Scaling-up peer-assisted learning strategies: A multi-site randomized controlled study. Paper presented at the 16th Annual Pacific Coast Research Conference, San Diego, CA.
21. Hattie J.A. Towards a model of schooling: A synthesis of meta-analyses. Australian Journal of Education 36 (1992) 5-13
22. Hindson B.A., Byrne B., Fielding-Barnsley R., Newman C., Hine D., and Shankweiler D. Assessment and early instruction of preschool children at risk for reading disability. Journal of Educational Psychology 94 (2005) 687-704
23. Jastak S., and Wilkinson G.S. The Wide Range Achievement Test-Revised: Administration manual (1984), Jastak Associates, Wilmington, DE
24. Keenan J.M., Betjemann R.S., and Olson R.K. Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading 12 (2008) 281-300
25. Keenan J.M., Betjemann R.S., Wadsworth S.J., DeFries J.C., and Olson R.K. Genetic and environmental influences on reading and listening comprehension. Journal of Research in Reading 29 (2006) 79-91
26. Kovas Y., Haworth C.M.A., Dale P.S., and Plomin R. The genetic and environmental origins of learning abilities and disabilities in the early school years. Monographs of the Society for Research in Child Development 72 3 (2007) 1-144
27. Marsh H.W., Martin A.J., and Cheng J.H.S. A multi-level perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys?. Journal of Educational Psychology 100 (2008) 78-95
28. McCaffrey D.F., Lockwood J.R., Koretz D.M., and Hamilton L.S. Evaluating value-added models for teacher accountability (2003), Rand, Santa Monica, CA
29. McCoach D.B., O'Connell A.A., Reis S.M., and Levitt H.A. Growing readers: A hierarchical linear model of children's reading growth during the first 2 years of school. Journal of Educational Psychology 98 (2006) 14-28
30. National Inquiry into the Teaching of Literacy. Teaching reading: Report and recommendations (2005), Australian Government, Department of Education, Science and Training, Canberra, Australia
31. National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (2000), National Institute for Child Health and Human Development, Washington, DC
32. Neale M.C., and Maes H.H.M. Methodology for genetic studies of twins and families (2003), Kluwer, Dordrecht, the Netherlands
33. Nichols R.C., and Bilbro W.C. The diagnosis of twin zygosity. Acta Genetica 16 (1966) 265-275
34. Nye B., Hedges L.V., and Konstantopoulos S. The effects of small classes on achievement: The results of the Tennessee class size experiment. American Educational Research Journal 37 (2000) 123-151
35. Nye B., Konstantopoulos S., and Hedges L.V. How large are teacher effects?. Educational Evaluation and Policy Analysis 26 (2004) 237-257. http://www.jstor.org/stable/2699577 Retrieved June 27, 2008, from http://www.jstor.org/stable/2699577
36. Papaioannou A., Marsh H.W., and Theodorakis Y. A multi-level approach to motivational climate in physical education and sport settings: An individual or a group level construct?. Journal of Sport & Exercise Psychology 26 (2004) 90-118
37. Patty A. Ministers agree on merit pay for teachers. Sydney Morning Herald (2008, April 18). http://www.smh.com.au Retrieved from www.smh.com.au
38. Petrill S.A., Deater-Deckard K., Schatschneider C., and Davis C. Measured environmental influences on early reading: Evidence from an adoption study. Scientific Studies of Reading 9 (2005) 237-259
39. Petrill S.A., Deater-Deckard K., Thompson L.A., DeThorne L.S., and Schatschneider C. Genetic and environmental effects of serial naming and phonological awareness on early reading outcomes. Journal of Educational Psychology 98 (2006) 112-121
40. Petrill S.A., Deater-Deckard K., Thompson L.A., Schatschneider C., DeThorne L.S., and Vandenbergh D.J. Longitudinal genetic analyses of early reading: The Western Reserve Reading Project. Reading and Writing: An Interdisciplinary Journal 20 (2007) 127-146
41. Plomin R., DeFries J.C., McClearn G.E., and McGuffin P. Behavioral genetics. 5th ed. (2008), Worth, New York, NY
42. Pressley M., Wharton-McDonald R., Allington R., Block C.C., Morrow L., Tracey D., and Woo D. A study of effective first-grade literacy instruction. Scientific Studies of Reading 5 (2001) 35-58
43. Rowan B., Correnti R., and Miller R.J. What large-scale, survey research tells us about teacher effects on student achievement: Insights from the "Prospects" study of elementary schools. Teachers College Record 104 (2002) 1525-1567
44. Rutter M., and Maughan B. School effectiveness findings 1979-2002. Journal of School Psychology 40 (2002) 451-475
45. Ryan A.M. Peer groups as a context for the socialization of adolescents' motivation, engagement and achievement in school. Educational Psychologist 35 (2000) 101-111
46. Samuelsson S., Byrne B., Olson R.K., Hulslander J., Wadsworth S., Corley R., and DeFries J.C. Response to early literacy instruction in the United States, Australia, and Scandinavia: A behavioral-genetic analysis. Learning and Individual Differences 18 (2008) 289-295
47. Samuelsson S., Byrne B., Quain P., Wadsworth S., Corley R., DeFries J.C., and Olson R. Environmental and genetic influences on prereading skills in Australia, Scandinavia, and the United States. Journal of Educational Psychology 97 (2005) 705-722
48. Samuelsson S., Byrne B., Wadsworth S., Corley R., DeFries J.C., Willcutt E., and Byrne B. Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia. Reading and Writing: An Interdisciplinary Journal 20 (2007) 51-75
49. Stromswold K. Why aren't identical twins linguistically identical? Genetic, prenatal and postnatal factors. Cognition 101 (2006) 333-384
50. Taylor B.M., Pearson P.D., Clark K., and Walpole S. Effective school and accomplished teachers: Lessons about primary-grade reading instruction in low-income schools. Elementary School Journal 101 (2000) 121-165
51. Taylor B.M., Pearson P.D., Peterson D.S., and Rodriguez M.C. Reading growth in high-poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning. Elementary School Journal 104 (2003) 3-28
52. Torgesen J., Wagner R., and Rashotte C.A. A Test of Word Reading Efficiency (TOWRE) (1999), PRO-ED, Austin, TX
53. Wayne A.J., and Youngs P. Teacher characteristics and student achievement gains: A review. Review of Educational Research 73 (2003) 89-122
54. Willcutt E., Betjemann R., Wadsworth S., Samuelsson S., Corley R., DeFries J.C., and Olson R.K. Preschool twin study of the relation between attention-deficit/hyperactivity disorder and prereading skills. Reading and Writing: An Interdisciplinary Journal 20 (2007) 103-125
55. Woodcock R.W. Woodcock Reading Mastery Tests (1989), American Guidance Service, Circle Pines, MN
56. Wright S., Horn S., and Sanders W. Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education 11 (1997) 57-67