ArticleJournal of educational psychology2010
"Teacher Effects" in Early Literacy Development: Evidence from a Study of Twins.
Article in Journal of educational psychology, 2010. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
17 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Cross-Study Differences in the Etiology of Reading Comprehension: a Meta-Analytical Review of Twin Studies.Behavior genetics · 2017Pooled it
- Classroom Placement and Twins' Social Behaviors in Elementary School: Providing Empirical Evidence to Inform Educational Policy.Educational policy (Los Altos, Calif.) · 2022Article
- Student Characteristics, Institutional Factors, and Outcomes in Higher Education and Beyond: An Analysis of Standardized Test Scores and Other Factors at the Institutional Level with School Rankings and Salary.Journal of Intelligence · 2022Article
- Comment on Asbury and Wai (2019), "Viewing education policy through a genetic lens,"Journal of school choice · 2020Article
- The genetic and environmental effects on school grades in late childhood and adolescence.PloS one · 2019Article
- Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2018Article
- Why children differ in motivation to learn: Insights from over 13,000 twins from 6 countries.Personality and individual differences · 2015Article
- Why do Children Differ in Their Development of Reading and Related Skills?Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2014Article
- A Chaotic Home Environment Accounts for the Association between Respect for Rules Disposition and Reading Comprehension: A Twin Study.Learning and individual differences · 2014Article
- Commentary on two classroom observation systems: moving toward a shared understanding of effective teaching.School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association · 2013Article
- There Is a World Outside of Experimental Designs: Using Twins to Investigate Causation.Assessment for effective intervention : official journal of the Council for Educational Diagnostic Services · 2013Article
- Understanding the science-learning environment: A genetically sensitive approach.Learning and individual differences · 2013Article
- Modeling the Etiology of Individual Differences in Early Reading Development: Evidence for Strong Genetic Influences.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2013Article
- Genetic and Environmental Influences on Vocabulary and Reading Development.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2011Article
- Genetic and environmental influences on the growth of early reading skills.Journal of child psychology and psychiatry, and allied disciplines · 2010Article
- Teacher quality moderates the genetic effects on early reading.Science (New York, N.Y.) · 2010Article
- Does classroom separation affect twins' reading ability in the early years of school?Twin research and human genetics : the official journal of the International Society for Twin Studies · 2009Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
Abstract
It is often assumed that differences in teacher characteristics are a major source of variability in children's educational achievements. We examine this assumption for early literacy achievement by calculating the correlations between pairs of twin children who either share or do not share a teacher in kindergarten, Grade 1, and Grade 2. Teacher effects, or more strictly classroom effects, would show up as higher correlations for same- than different-class twin pairs. Same-class correlations were generally higher than different-class correlations, though not significantly so on most occasions. On the basis of the results we estimate that the maximum variance accounted for by being assigned to same or different classrooms is 8%. This is an upper-bound figure for a teacher effect because factors other than teachers may contribute to variation attributable to classroom assignment. We discuss the limitations of the study and draw out some of its educational implications.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.