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In Search of Cognitive Promotive and Protective Factors for Word Reading
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In: Sci Stud Read (2020)
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Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia ...
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Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia
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In: Translational Psychiatry, 9 (1) (2019)
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Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia
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Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia
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Examining the Influence of Perceived Stress on Developmental Change in Memory and Perceptual Speed for Adopted and Non-Adopted Individuals
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Genome-wide screening for DNA variants associated with reading and language traits
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Characterization of the DYX2 locus on chromosome 6p22 with reading disability, language impairment, and IQ
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Genetic and Environmental Etiologies of the Longitudinal Relations between Pre-reading Skills and Reading
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Christopher, Micaela E.; Hulslander, Jacqueline; Byrne, Brian; Samuelsson, Stefan; Keenan, Janice M.; Pennington, Bruce; DeFries, John C.; Wadsworth, Sally J.; Willcutt, Erik; Olson, Richard K.. - 2014
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Abstract:
The present study explored the environmental and genetic etiologies of the longitudinal relations between pre-reading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post-1st grade (M = 7.4 years), and post-4th grade (M = 10.4 years). Genetic influences on five pre-reading skills (print knowledge, rapid naming, phonological awareness, vocabulary, and verbal memory) were primarily responsible for relations with word reading and spelling. However, relations with post-4th-grade reading comprehension were due both to genetic and shared environmental influences. Genetic and shared environmental influences that were common among the pre-reading variables covaried with reading and spelling, as did genetic influences unique to verbal memory (only post-4th-grade comprehension), print knowledge, and rapid naming.
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Article
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4375099/ http://www.ncbi.nlm.nih.gov/pubmed/25263167 https://doi.org/10.1111/cdev.12295
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DNA Evidence for Strong Genome-Wide Pleiotropy of Cognitive and Learning Abilities
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A multivariate twin study of early literacy in Japanese Kana
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DNA evidence for strong genome-wide pleiotropy of cognitive and learning abilities
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Predicting Word Reading and Comprehension with Executive Function and Speed Measures Across Development: A Latent Variable Analysis
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Choice of Reading Comprehension Test Influences the Outcomes of Genetic Analyses
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