BACKGROUND Reading is important for children's success in school and beyond, yet many adolescents fail to reach expected levels of proficiency. This highlights the need to better understand the factors that influence reading effectiveness over time, including genes and environment. Greater expression of genetic influence on first- and second-grade reading fluency has been observed in higher quality classroom reading environments. To what degree this early environment continues to influence genetic and other environmental influences on later reading is unknown and was tested in this study. METHODS The quality of the early classroom reading environment was approximated by gains in oral reading fluency (ORF) across the school year among first- or second-grade classmates of 546 MZ and 1,016 DZ twin children (mean age = 7.13 years; SD = 0.45) who had reading comprehension scores from a state-wide mandatory test in school year 2013-2014 when most twin pairs were in seventh to tenth grade (mean age = 14.41; SD = 1.13) in a variable called Class ORF Gain. Biometrical models were fit to the data to assess whether Class ORF Gain moderated the genetic, shared environmental and/or nonshared environmental variance associated with adolescent reading comprehension. RESULTS Class ORF Gain moderated shared environmental influences on reading comprehension 6-9 years later. When early classroom reading gains were poor, variability in reading comprehension in adolescence was high and was associated largely with shared environmental influences. When early classroom reading gains were good, overall and shared environmentally influenced variability in adolescent reading comprehension was lower so that genetic influences were most relevant in explaining that variability. CONCLUSIONS Our findings suggested that classroom reading environment experienced when children were learning to read had a lasting influence on the factors underlying variability in later reading effectiveness.

中文翻译：

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早期课堂阅读对青春期阅读理解有中度的共享环境影响。

背景阅读对于儿童在学校及以后的成功很重要，但许多青少年未能达到预期的熟练程度。这突出表明需要更好地了解随着时间的推移影响阅读效率的因素，包括基因和环境。在更高质量的课堂阅读环境中，已经观察到遗传对一年级和二年级阅读流畅度的影响更大。这种早期环境在多大程度上继续影响遗传和其他环境对后来阅读的影响尚不清楚，并在本研究中进行了测试。方法 早期课堂阅读环境的质量通过 546 MZ 和 1,016 DZ 双胞胎（平均年龄 = 7.13 岁；SD = 0 . 45) 在 2013-2014 学年，当大多数双胞胎在七到十年级时（平均年龄 = 14.41；SD = 1.13），他们在一个名为 Class ORF Gain 的变量中获得了全州范围内的强制性测试的阅读理解分数。生物特征模型适用于数据，以评估 ORF 类增益是否调节了与青少年阅读理解相关的遗传、共享环境和/或非共享环境差异。结果 6-9 年后，ORF Gain 类调节了共享环境对阅读理解的影响。当早期课堂阅读成绩不佳时，青春期阅读理解的变异性很高，并且在很大程度上与共同的环境影响有关。当早期课堂阅读收获良好时，青少年阅读理解的整体和共享环境影响变异性较低，因此遗传影响与解释这种变异性最相关。结论 我们的研究结果表明，当孩子们学习阅读时所经历的课堂阅读环境对以后阅读效果的潜在可变性因素有持久的影响。