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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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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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Abstract:
This first Japanese twin study of early literacy development investigated the extent to which genetic and environmental factors influence individual differences in prereading skills in 238 pairs of twins at 42 months of age. Twin pairs were individually tested on measures of phonological awareness, kana letter name/sound knowledge, receptive vocabulary, visual perception, nonword repetition, and digit span. Results obtained from univariate behavioral-genetic analyses yielded little evidence for genetic influences, but substantial shared-environmental influences, for all measures. Phenotypic confirmatory factor analysis suggested three correlated factors: phonological awareness, letter name/sound knowledge, and general prereading skills. Multivariate behavioral genetic analyses confirmed relatively small genetic and substantial shared environmental influences on the factors. The correlations among the three factors were mostly attributable to shared environment. Thus, shared environmental influences play an important role in the early reading development of Japanese children.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pubmed/23997545 https://doi.org/10.1016/j.lindif.2012.12.018 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3753202
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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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