Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/16240
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)orcid ; Samuelsson, Stefan (author)
Publication Date: 2014
Open Access: Yes
DOI: 10.1080/10888438.2013.800521Open Access Link
Handle Link: https://hdl.handle.net/1959.11/16240
Open Access Link: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4120985Open Access Link
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
1088-8438
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
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