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Article: Identical Genes, Unique Environments: A Qualitative Exploration of Persistent Monozygotic-Twin Discordance in Literacy and Numeracy

TitleIdentical Genes, Unique Environments: A Qualitative Exploration of Persistent Monozygotic-Twin Discordance in Literacy and Numeracy
Authors
Keywordsdiscordant monozygotic twin pairs
literacy
numeracy
writing
non-shared environment
Issue Date2019
PublisherFrontiers Research Foundation. The Journal's web site is located at http://journal.frontiersin.org/journal/education#
Citation
Frontiers in Education, 2019, v. 4, p. article no. 21 How to Cite?
AbstractThis study aimed to explore unique environmental factors impacting differential academic trajectories among Australian school students. Monozygotic (MZ) twin pairs who were consistently discordant in results of nationwide standardized tests of reading, numeracy or writing between Grades 3 and 9 were identified. MZ twins control for genes, gender, age, and aspects of the home and school environment shared by twins. Thus, any difference between MZ twins in academic outcomes can be attributed to the unique environment experienced by each twin. From 551 MZ twin pairs with three or four sets of test results, we identified 55 pairs who were substantially and consistently discordant in reading, numeracy or writing between Grades 3 and 9. Parents were contacted for interview, resulting in 40 semi-structured interviews. Qualitative data analysis revealed three major themes, interpreted by parents as possible contributors to persistent academic discordance: biological mechanisms, school-based factors, and personal factors. We discuss implications for educational practice, policy, and research.
Persistent Identifierhttp://hdl.handle.net/10722/273804
ISSN

 

DC FieldValueLanguage
dc.contributor.authorLarsen, SA-
dc.contributor.authorByrne, B-
dc.contributor.authorLittle, CW-
dc.contributor.authorCoventry, WL-
dc.contributor.authorHo, CS-
dc.contributor.authorOlson, RK-
dc.contributor.authorStevenson, A-
dc.date.accessioned2019-08-18T14:48:54Z-
dc.date.available2019-08-18T14:48:54Z-
dc.date.issued2019-
dc.identifier.citationFrontiers in Education, 2019, v. 4, p. article no. 21-
dc.identifier.issn2504-284X-
dc.identifier.urihttp://hdl.handle.net/10722/273804-
dc.description.abstractThis study aimed to explore unique environmental factors impacting differential academic trajectories among Australian school students. Monozygotic (MZ) twin pairs who were consistently discordant in results of nationwide standardized tests of reading, numeracy or writing between Grades 3 and 9 were identified. MZ twins control for genes, gender, age, and aspects of the home and school environment shared by twins. Thus, any difference between MZ twins in academic outcomes can be attributed to the unique environment experienced by each twin. From 551 MZ twin pairs with three or four sets of test results, we identified 55 pairs who were substantially and consistently discordant in reading, numeracy or writing between Grades 3 and 9. Parents were contacted for interview, resulting in 40 semi-structured interviews. Qualitative data analysis revealed three major themes, interpreted by parents as possible contributors to persistent academic discordance: biological mechanisms, school-based factors, and personal factors. We discuss implications for educational practice, policy, and research.-
dc.languageeng-
dc.publisherFrontiers Research Foundation. The Journal's web site is located at http://journal.frontiersin.org/journal/education#-
dc.relation.ispartofFrontiers in Education-
dc.rightsThis Document is Protected by copyright and was first published by Frontiers. All rights reserved. It is reproduced with permission.-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectdiscordant monozygotic twin pairs-
dc.subjectliteracy-
dc.subjectnumeracy-
dc.subjectwriting-
dc.subjectnon-shared environment-
dc.titleIdentical Genes, Unique Environments: A Qualitative Exploration of Persistent Monozygotic-Twin Discordance in Literacy and Numeracy-
dc.typeArticle-
dc.identifier.emailHo, CS: shhoc@hkucc.hku.hk-
dc.identifier.authorityHo, CS=rp00631-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.3389/feduc.2019.00021-
dc.identifier.hkuros301913-
dc.identifier.volume4-
dc.identifier.spagearticle no. 21-
dc.identifier.epagearticle no. 21-
dc.publisher.placeSwitzerland-

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