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|Title:||Why Do Children Differ in Their Development of Reading and Related Skills?||Contributor(s):||Olson, Richard K (author); Keenan, Janice M (author); Byrne, Brian J (author) ; Samuelsson, Stefan (author)||Publication Date:||2014||Open Access:||Yes||DOI:||10.1080/10888438.2013.800521||Handle Link:||https://hdl.handle.net/1959.11/16240||Open Access Link:||https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4120985||Abstract:||Modern behavior-genetic studies of twins in the United States, Australia, Scandinavia, and the United Kingdom show that genes account for most of the variance in children's reading ability by the end of the 1st year of formal reading instruction. Strong genetic influence continues across the grades, though the relevant genes vary for reading words and comprehending text, and some of the genetic influence comes through a gene-environment correlation. Strong genetic influences do not diminish the importance of the environment for reading development in the population and for helping struggling readers, but they question setting the same minimal performance criterion for all children.||Publication Type:||Journal Article||Grant Details:||ARC/DP0770805||Source of Publication:||Scientific Studies of Reading, 18(1), p. 38-54||Publisher:||Routledge||Place of Publication:||Philadelphia, United States of America||ISSN:||1532-799X
|Field of Research (FOR):||170103 Educational Psychology||Socio-Economic Outcome Codes:||930102 Learner and Learning Processes||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Statistics to Oct 2018:||Visitors: 255
|Appears in Collections:||Journal Article|
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