Phonological awareness mediates the relationship between DCDC2 and reading performance with home environment

IF 3.6 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH npj Science of Learning Pub Date : 2024-05-03 DOI:10.1038/s41539-024-00247-5

Miao Li, Mellissa M. C. DeMille, Maureen W. Lovett, Joan Bosson-Heenan, Jan C. Frijters, Jeffrey R. Gruen

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Abstract

Proficient reading requires critical phonological processing skill that interacts with both genetic and environmental factors. However, the precise nature of the relationships between phonological processing and genetic and environmental factors are poorly understood. We analyzed data from the Genes, Reading and Dyslexia (GRaD) Study on 1419 children ages 8–15 years from African-American and Hispanic-American family backgrounds living in North America. The analyses showed that phonological awareness mediated the relationship between DCDC2-READ1 and reading outcomes when parental education and socioeconomic status was low. The association between READ1 and reading performance is complex, whereby mediation by phonological awareness was significantly moderated by both parental education and socioeconomic status. These results show the importance of home environment and phonological skills when determining associations between READ1 and reading outcomes. This will be an important consideration in the development of genetic screening for risk of reading disability.

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语音意识是 DCDC2 和阅读能力与家庭环境之间关系的中介

熟练的阅读需要关键的语音处理技能，这种技能与遗传和环境因素相互作用。然而，人们对语音处理与遗传和环境因素之间关系的确切性质知之甚少。我们分析了 "基因、阅读和阅读障碍（GRaD）研究"（Genes, Reading and Dyslexia (GRaD) Study）中的数据，研究对象是生活在北美的 1419 名 8-15 岁非裔美国人和西班牙裔美国人家庭背景的儿童。分析表明，当父母教育程度和社会经济地位较低时，语音意识在 DCDC2-READ1 与阅读结果之间起中介作用。READ1 与阅读成绩之间的关系很复杂，语音意识的中介作用受到父母教育程度和社会经济地位的显著调节。这些结果表明，家庭环境和语音技能在决定 READ1 与阅读结果之间的关联时非常重要。这将是开发阅读障碍风险基因筛查的一个重要考虑因素。

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npj Science of Learning Multiple-

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5.40

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7.10%

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