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1
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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2
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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3
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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4
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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5
Reading Skills in Early Readers: Genetic and Shared Environmental Influences
Abstract: The present study combined parallel data from the Northeast-Northwest Collaborative Adoption Projects (N2CAP) and the Western Reserve Reading Project (WRRP) to examine sibling similarity and quantitative genetic model estimates for measures of reading skills in 272 school-age sibling pairs from three family types (monozygotic twins, dizygotic twins, and unrelated adoptive siblings). The study included measures of letter and word identification, phonological awareness, phonological decoding, rapid automatized naming, and general cognitive ability. Estimates of additive genetic effects and shared environmental effects were moderate and significant. Furthermore, shared environmental effects estimated in twins were generally similar in magnitude to adoptive sibling correlations, suggesting highly replicable estimates across different study designs.
Keyword: Article
URL: http://www.ncbi.nlm.nih.gov/pubmed/16512082
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2648050
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6
Genetic and Environmental Effects of Serial Naming and Phonological Awareness on Early Reading Outcomes
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