Little Evidence That Socioeconomic Status Modifies Heritability of Literacy and Numeracy in Australia

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Additional Information
    • Availability:
      Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: [email protected]; Web site: http://www.wiley.com/WileyCDA
    • Peer Reviewed:
      Y
    • Source:
      15
    • Education Level:
      Early Childhood Education
      Elementary Education
      Grade 3
      Primary Education
    • Subject Terms:
      Socioeconomic Status; Literacy; Numeracy; Foreign Countries; Cognitive Ability; Twins; Grade 3; Children; Early Adolescents; Environmental Influences
    • Subject Terms:
      Australia; United States; United Kingdom
    • Accession Number:
      10.1111/cdev.12920
    • ISSN:
      0009-3920
    • Abstract:
      Socioeconomic status (SES) has been found to moderate the influence of genes and the environment on cognitive ability, such that genetic influence is greater when SES is higher, and the shared environment is greater when SES is lower, but not in all Western countries. The effects of both family and school SES on the heritability of literacy and numeracy in Australian twins aged 8, 10, 12, and 14 years with 1,307, 1,235, 1,076, and 930 pairs at each age, respectively, were tested. Shared environmental influences on Grade 3 literacy were greater with low family SES, and no other moderating effects of SES were significant. These findings are contrasted with results from the United States and the United Kingdom.
    • Abstract:
      As Provided
    • Publication Date:
      2019
    • Accession Number:
      EJ1208211