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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/16240
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dc.contributor.authorOlson, Richard Ken
dc.contributor.authorKeenan, Janice Men
dc.contributor.authorByrne, Brian Jen
dc.contributor.authorSamuelsson, Stefanen
dc.date.accessioned2014-12-12T12:44:00Z-
dc.date.issued2014-
dc.identifier.citationScientific Studies of Reading, 18(1), p. 38-54en
dc.identifier.issn1532-799Xen
dc.identifier.issn1088-8438en
dc.identifier.urihttps://hdl.handle.net/1959.11/16240-
dc.description.abstractModern 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.en
dc.languageenen
dc.publisherRoutledgeen
dc.relation.ispartofScientific Studies of Readingen
dc.titleWhy Do Children Differ in Their Development of Reading and Related Skills?en
dc.typeJournal Articleen
dc.identifier.doi10.1080/10888438.2013.800521en
dcterms.accessRightsGreenen
dc.subject.keywordsEducational Psychologyen
local.contributor.firstnameRichard Ken
local.contributor.firstnameJanice Men
local.contributor.firstnameBrian Jen
local.contributor.firstnameStefanen
local.subject.for2008170103 Educational Psychologyen
local.subject.seo2008930102 Learner and Learning Processesen
local.profile.schoolAdministrationen
local.profile.emailrichard.olson@colorado.eduen
local.profile.emailjkeenan@du.eduen
local.profile.emailbbyrne@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20141202-105853en
local.publisher.placeUnited States of Americaen
local.format.startpage38en
local.format.endpage54en
local.url.openhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC4120985en
local.peerreviewedYesen
local.identifier.volume18en
local.identifier.issue1en
local.access.fulltextYesen
local.contributor.lastnameOlsonen
local.contributor.lastnameKeenanen
local.contributor.lastnameByrneen
local.contributor.lastnameSamuelssonen
dc.identifier.staffune-id:bbyrneen
local.profile.orcid0000-0002-5532-9407en
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:16478en
local.identifier.handlehttps://hdl.handle.net/1959.11/16240en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleWhy Do Children Differ in Their Development of Reading and Related Skills?en
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.relation.grantdescriptionARC/DP0770805en
local.search.authorOlson, Richard Ken
local.search.authorKeenan, Janice Men
local.search.authorByrne, Brian Jen
local.search.authorSamuelsson, Stefanen
local.uneassociationUnknownen
local.identifier.wosid000329509300005en
local.year.published2014en
local.subject.for2020520102 Educational psychologyen
local.subject.seo2020160101 Early childhood educationen
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