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Title: Does Classroom Separation Affect Twins' Reading Ability in the Early Years of School?
Contributor(s): Coventry, William L (author); Byrne, Brian J (author)orcid ; Coleman, Mareta (author); Olson, Richard K. (author); Corley, Robin (author); Willcutt, Eric (author); Samuelsson, Stefan (author)
Publication Date: 2009
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Abstract: In this article we report on reading ability of twin children in kindergarten to Grade 2 as a function of whether members of the pairs are assigned to the same or different classrooms. All analyses were run using mixed model regressions to account for the interdependence between twin pairs. The samples, total N = 1505, are from Australia and the United States. We found a close-to-significant difference in favor of same-class children in kindergarten and Grade 1. However, when results were adjusted to take account of pre-existing differences in disruptive behavior and in preliteracy ability, the class assignment effects disappeared. We suggest that these pre-existing differences, particularly disruptive behavior, are influencing decisions about whether to separate twins or not and also affecting early reading performance, a conclusion supported by significant correlations between the behavioral measures, preliteracy, and school-based reading. We conclude that, on average, early literacy in twins is not directly affected by their assignment to the same or different classrooms.
Publication Type: Journal Article
Source of Publication: Twin Research and Human Genetics, 12(5), p. 455-461
Publisher: Cambridge University Press
Place of Publication: United Kingdom
ISSN: 1832-4274
Field of Research (FOR): 130105 Primary Education (excl Maori)
170103 Educational Psychology
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Other Links: 10.1375/twin.12.5.455
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