Predittori individuali, neuropsicologici e ambientali delle traiettorie di sviluppo della lettura

Reading plays a key role in our society, for a variety of reasons. In this study, we sought to determine the various individual, neuropsychological, and environmental factors that contribute to learning how to read and subsequently to delays or interferences. Our study made use of data acquired in the Quebec Newborn Twin Study (QNTS) and a multinominal logistics regression analysis was performed using the IBM Statistical Package for the Social Sciences (SPSS). The data was divided into five subsections- lifelong predictors, pre and perinatal predictors, very early environmental predictors, early individual predictors, and neuropsychological individual predictors. Our results revealed statistical significance in letter knowledge, shared reading, sex and childcare intensity for low-trajectory readers, and statistical significance in parental perception for high-trajectory readers. This leads us to believe that for reading, individual biological as well as environmental factors hold importance for reading development throughout primary and middle school.