Teacher quality moderates the genetic effects on early reading

J. Taylor, A. D. Roehrig, B. Soden Hensler, C. M. Connor, C. Schatschneider

Research output: Contribution to journalArticle

94 Citations (Scopus)

Abstract

Children's reading achievement is influenced by genetics as well as by family and school environments. The importance of teacher quality as a specific school environmental influence on reading achievement is unknown. We studied first- and second-grade students in Florida from schools representing diverse environments. Comparison of monozygotic and dizygotic twins, differentiating genetic similarities of 100% and 50%, provided an estimate of genetic variance in reading achievement. Teacher quality was measured by how much reading gain the non-twin classmates achieved. The magnitude of genetic variance associated with twins' oral reading fluency increased as the quality of their teacher increased. In circumstances where the teachers are all excellent, the variability in student reading achievement may appear to be largely due to genetics. However, poor teaching impedes the ability of children to reach their potential.

Original languageEnglish (US)
Pages (from-to)512-514
Number of pages3
JournalScience
Volume328
Issue number5977
DOIs
StatePublished - Apr 23 2010
Externally publishedYes

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Reading
Students
Dizygotic Twins
Aptitude
Monozygotic Twins
Teaching

ASJC Scopus subject areas

  • General

Cite this

Taylor, J., Roehrig, A. D., Soden Hensler, B., Connor, C. M., & Schatschneider, C. (2010). Teacher quality moderates the genetic effects on early reading. Science, 328(5977), 512-514. https://doi.org/10.1126/science.1186149

Teacher quality moderates the genetic effects on early reading. / Taylor, J.; Roehrig, A. D.; Soden Hensler, B.; Connor, C. M.; Schatschneider, C.

In: Science, Vol. 328, No. 5977, 23.04.2010, p. 512-514.

Research output: Contribution to journalArticle

Taylor, J, Roehrig, AD, Soden Hensler, B, Connor, CM & Schatschneider, C 2010, 'Teacher quality moderates the genetic effects on early reading', Science, vol. 328, no. 5977, pp. 512-514. https://doi.org/10.1126/science.1186149
Taylor J, Roehrig AD, Soden Hensler B, Connor CM, Schatschneider C. Teacher quality moderates the genetic effects on early reading. Science. 2010 Apr 23;328(5977):512-514. https://doi.org/10.1126/science.1186149
Taylor, J. ; Roehrig, A. D. ; Soden Hensler, B. ; Connor, C. M. ; Schatschneider, C. / Teacher quality moderates the genetic effects on early reading. In: Science. 2010 ; Vol. 328, No. 5977. pp. 512-514.
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