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Literacy skills seem to fuel literacy enjoyment, rather than vice versa

Publiceringsår

2023

Upphovspersoner

van Bergen, Elsje; Hart, Sara A.; Latvala, Antti; Vuoksimaa, Eero; Tolvanen, Asko; Torppa, Minna

Abstrakt

Children who like to read and write tend to be better at it. This association is typically interpreted as enjoyment impacting engagement in literacy activities, which boosts literacy skills. We fitted direction-of-causation models to partial data of 3690 Finnish twins aged 12. Literacy skills were rated by the twins’ teachers and literacy enjoyment by the twins themselves. A bivariate twin model showed substantial genetic influences on literacy skills (70%) and literacy enjoyment (35%). In both skills and enjoyment, shared-environmental influences explained about 20% in each. The best-fitting direction-of-causation model showed that skills impacted enjoyment, while the influence in the other direction was zero. The genetic influences on skills influenced enjoyment, likely via the skills→enjoyment path. This indicates an active gene-environment correlation: children with an aptitude for good literacy skills are more likely to enjoy reading and seek out literacy activities. To a lesser extent, it was also the shared-environmental influences on children's skills that propagated to influence children's literacy enjoyment. Environmental influences that foster children's literacy skills (e.g., families and schools), also foster children's love for reading and writing. These findings underline the importance of nurturing children's literacy skills.
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Organisationer och upphovspersoner

Helsingfors universitet

Latvala Antti

Vuoksimaa Eero

Jyväskylä universitet

Tolvanen Asko Orcid -palvelun logo

Torppa Minna Orcid -palvelun logo

Publikationstyp

Publikationsform

Artikel

Moderpublikationens typ

Tidning

Artikelstyp

En originalartikel

Målgrupp

Vetenskaplig

Kollegialt utvärderad

Kollegialt utvärderad

UKM:s publikationstyp

A1 Originalartikel i en vetenskaplig tidskrift

Publikationskanalens uppgifter

Moderpublikationens namn

Developmental science.

Förläggare

Wiley

Volym

26

Nummer

3

Artikelnummer

e13325

Publikationsforum

54649

Publikationsforumsnivå

3

Öppen tillgång

Öppen tillgänglighet i förläggarens tjänst

Ja

Öppen tillgång till publikationskanalen

Delvis öppen publikationskanal

Parallellsparad

Ja

Övriga uppgifter

Vetenskapsområden

Psykologi; Pedagogik; Litteraturforskning

Nyckelord

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Publiceringsland

Förenade kungariket

Förlagets internationalitet

Internationell

Språk

engelska

Internationell sampublikation

Ja

Sampublikation med ett företag

Nej

DOI

10.1111/desc.13325

Publikationen ingår i undervisnings- och kulturministeriets datainsamling

Ja