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1
Volubility as a mediator in the associations between conversational language measures and child temperament
In: International journal of language & communication disorders. - Oxford : Wiley-Blackwell 46 (2011) 6, 700-713
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2
Conversational language use as a predictor of early reading development: language history as a moderating variable
In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 53 (2010) 1, 209-223
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3
Predicting individual differences in reading comprehension: a twin study
In: Annals of dyslexia. - New York, NY : Springer 60 (2010) 2, 265-288
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4
Predicting individual differences in reading comprehension: a twin study
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5
Genetic effects on children's conversational language use: erratum
In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 51 (2008) 5, 1381
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6
Genetic effects on children's conversational language use
In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 51 (2008) 2, 423-435
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7
Longitudinal genetic analysis of early reading: the Western Reserve Reading Project
In: Reading and writing. - New York, NY : Springer Science+Business Media 20 (2007) 1-2, 127-146
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8
Children's history of speech-language difficulties: genetic influences and associations with reading-related measures
In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 49 (2006) 6, 1280-1293
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9
Reading Skills in Early Readers: Genetic and Shared Environmental Influences
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10
Genetic and Environmental Effects of Serial Naming and Phonological Awareness on Early Reading Outcomes
Abstract: The current study involved 281 early-school-age twin pairs (118 monozygotic, 163 same-sex dizygotic) participating in the ongoing Western Reserve Reading Project (S. A. Petrill, K. Deater-Deckard, L. A. Thompson, & C. Schatschneider, 2006). Twins were tested in their homes by separate examiners on a battery of reading-related skills including phonological awareness, rapid automatized naming, word knowledge, and phonological decoding. Results suggested that a core genetic factor accounted for a significant portion of the covariance between phonological awareness, rapid naming, and reading outcomes. However, shared environmental influences related to phonological awareness were also associated with reading skills.
Keyword: Article
URL: https://doi.org/10.1037/0022-0663.98.1.112
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2681098
http://www.ncbi.nlm.nih.gov/pubmed/19444324
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11
Low expressive vocabulary : higher heritability as a function of more severe cases
In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 48 (2005) 4, 792-804
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