Jeanette Taylor|Alysia D. Roehrig|Brooke Soden Hensler|Carol McDonald Connor|Christopher Schatschneider
Teacher Quality Moderates the Genetic Effects on Early Reading
Florida State University|Florida State University|Florida State University|Florida State University|Florida State University
childrens reading achievement influenced genetics well family school environments importance teacher quality specific school environmental influence reading achievement unknown studied first secondgrade students florida schools representing diverse environments comparison monozygotic dizygotic twins differentiating genetic similarities 100 50 provided estimate genetic variance reading achievement teacher quality measured much reading gain nontwin classmates achieved magnitude genetic variance associated twins oral reading fluency increased quality teacher increased circumstances teachers excellent variability student reading achievement may appear largely due genetics however poor teaching impedes ability children reach potential