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|Title:||Genetic and Environmental Influences on Vocabulary and Reading Development||Contributor(s):||Olson, Richard K (author); Keenan, Janice M (author); Huslander, Jacquiline (author); Byrne, Brian J (author) ; Samuelsson, Stefan (author); Coventry, William L (author) ; Corley, Robin (author); Wadsworth, Sally J (author); Willcutt, Erik G (author); DeFries, John C (author); Pennington, Bruce F (author)||Publication Date:||2011||Open Access:||Yes||DOI:||10.1080/10888438.2011.536128||Handle Link:||https://hdl.handle.net/1959.11/7259||Abstract:||Genetic and environmental relations between vocabulary and reading skills were explored longitudinally from preschool through Grades 2 and 4. At preschool there were strong shared-environment and weak genetic influences on both vocabulary and print knowledge but substantial differences in their source. Separation of etiology for vocabulary and reading continued for word recognition and decoding through Grade 4, but genetic and environmental correlations between vocabulary and reading comprehension approached unity by Grade 4, when vocabulary and word recognition accounted for all of the genetic and shared environment influences on reading comprehension.||Publication Type:||Journal Article||Source of Publication:||Scientific Studies of Reading, 15(1), p. 26-46||Publisher:||Routledge||Place of Publication:||United States of America||ISSN:||1088-8438
|Field of Research (FOR):||170199 Psychology not elsewhere classified||Socio-Economic Outcome Codes:||970117 Expanding Knowledge in Psychology and Cognitive Sciences||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Statistics to Oct 2018:||Visitors: 973
|Appears in Collections:||Journal Article|
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