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Cognition, Education, Éducation, Pediatrics, Pédiatrie, Psychology, psychopathology, psychiatry, Psychologie, psychopathologie, psychiatrie, Sciences biologiques et medicales, Biological and medical sciences, Sciences biologiques fondamentales et appliquees. Psychologie, Fundamental and applied biological sciences. Psychology, Psychologie. Psychophysiologie, Psychology. Psychophysiology, Psychologie du développement, Developmental psychology, Développement de l'enfant, Child development, Enfant, Child, Sciences medicales, Medical sciences, Psychopathologie. Psychiatrie, Psychopathology. Psychiatry, Techniques et méthodes, Techniques and methods, Méthodologie. Expérimentation, Methodology. Experimentation, Psychologie. Psychanalyse. Psychiatrie, Psychology. Psychoanalysis. Psychiatry, PSYCHOPATHOLOGIE. PSYCHIATRIE, Cognition, Cognición, Déterminisme génétique, Genetic determinism, Determinismo genético, Homme, Human, Hombre, Langage, Language, Lenguaje, Age préscolaire, Preschool age, Edad preescolar, Analyse comportementale, Behavioral analysis, Análisis conductual, Conscience phonologique, Phonological awareness, Conciencia fonologica, Enfant, Child, Niño, Environnement social, Social environment, Contexto social, Etude familiale, Family study, Estudio familiar, Etude multicentrique, Multicenter study, Estudio multicéntrico, Evaluation, Evaluación, Facteur milieu, Environmental factor, Factor medio, Génétique, Genetics, Genética, Interaction génotype environnement, Genotype environment interaction, Interacción genotipo ambiente, Jumeau, Twin, Gemelo, Lecture, Reading, Lectura, Métalinguistique, Metalinguistics, Metalinguística, Evaluation dynamique, children, genes, reading, and twin

The genetic and environmental overlap between static and dynamic measures of preschool phonological awareness (PA) and their relation to preschool letter knowledge (LK) and kindergarten reading were examined using monozygotic and dizygotic twin children (maximum N = 1,988). The static tests were those typically used to assess a child's current level of PA such as blending and elision, and the dynamic test included instruction in phoneme identity to assess the child's ability to respond to this instruction. Both forms were influenced by genes and by shared and nonshared environment. The static and dynamic versions were influenced by the same genes, and part of the total genetic influence was shared with LK. They were subject to both overlapping and independent shared environment influences, with the component in common also affecting LK. Nonshared environment influences were mostly independent. Scores from dynamic assessment added only minimally to variance explained in kindergarten reading after LK and static assessment had been factored in. Although one of the genetic factors that influenced both forms of PA also affected kindergarten reading, it was only the one shared with LK. The authors conclude that dynamic assessment of PA in preschool offers little advantage over the more commonly used static forms, especially if LK scores are available, although they acknowledge its potential in cases of preschool educational disadvantage.

Cognition, Education, Éducation, Psychology, psychopathology, psychiatry, Psychologie, psychopathologie, psychiatrie, Sciences biologiques et medicales, Biological and medical sciences, Sciences biologiques fondamentales et appliquees. Psychologie, Fundamental and applied biological sciences. Psychology, Psychologie. Psychophysiologie, Psychology. Psychophysiology, Psychologie du développement, Developmental psychology, Développement de l'enfant, Child development, Enfant, Child, Psychologie de l'éducation, Educational psychology, Elève et étudiant. Réussite et échec scolaire, Pupil and student. Academic achievement and failure, Psychologie. Psychanalyse. Psychiatrie, Psychology. Psychoanalysis. Psychiatry, Génétique, Genetics, Genética, Homme, Human, Hombre, Interaction sociale, Social interaction, Interacción social, Langage, Language, Lenguaje, Aptitude verbale, Verbal ability, Aptitud verbal, Déterminisme génétique, Genetic determinism, Determinismo genético, Développement verbal, Language development, Desarrollo verbal, Enfant, Child, Niño, Etude familiale, Family study, Estudio familiar, Etude longitudinale, Follow up study, Estudio longitudinal, Facteur milieu, Environmental factor, Factor medio, Jumeau, Twin, Gemelo, Lecture, Reading, Lectura, Relation élève enseignant, Teacher pupil relation, Relación alumno docente, Réussite scolaire, Academic achievement, Logro escolar, genetics, reading ability, teacher effects, and twins

It is often assumed that differences in teacher characteristics are a major source of variability in children's educational achievements. We examine this assumption for early literacy achievement by calculating the correlations between pairs of twin children who either shared or did not share a teacher in kindergarten, Grade 1, and Grade 2. Teacher effects—or, more strictly, classroom effects—would show up as higher correlations for same-class than for different-class twin pairs. Same-class correlations were generally higher than different-class correlations, though not significantly so on most occasions. On the basis of the results, we estimate that the maximum variance accounted for by being assigned to the same or different classrooms is 8%. This is an upper-bound figure for a teacher effect because factors other than teachers may contribute to variation attributable to classroom assignment. We discuss the limitations of the study and draw out some of its educational implications.