Editorial–Special Issue

Umstad, Mark P.; Palma-Dias, Ricardo; Khalil, Asma

doi:10.1017/thg.2016.30

Cited by 2 publications

(1 citation statement)

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“…However, in two of the confirmed TTTS cases the recipient twin was not the higher performer. These findings are relatively unsurprising: TTTS is diagnosed in 10 to 15% of monochorionic twin pregnancies (Umstad et al, 2016) and both donor and recipient twins are at risk of further neurological complications such as cerebral palsy (van Klink et al, 2013).…”

Section: Conditions Affecting Both Twins Differentiallymentioning

confidence: 99%

Identical Genes, Unique Environments: A Qualitative Exploration of Persistent Monozygotic-Twin Discordance in Literacy and Numeracy

et al. 2019

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This study aimed to explore unique environmental factors impacting differential academic trajectories among Australian school students. Monozygotic (MZ) twin pairs who were consistently discordant in results of nationwide standardized tests of reading, numeracy or writing between Grades 3 and 9 were identified. MZ twins control for genes, gender, age, and aspects of the home and school environment shared by twins. Thus, any difference between MZ twins in academic outcomes can be attributed to the unique environment experienced by each twin. From 551 MZ twin pairs with three or four sets of test results, we identified 55 pairs who were substantially and consistently discordant in reading, numeracy or writing between Grades 3 and 9. Parents were contacted for interview, resulting in 40 semi-structured interviews. Qualitative data analysis revealed three major themes, interpreted by parents as possible contributors to persistent academic discordance: biological mechanisms, school-based factors, and personal factors. We discuss implications for educational practice, policy, and research.

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Section: Conditions Affecting Both Twins Differentiallymentioning

confidence: 99%