WFRF:(Olson Richard. K)
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- Olson, Richard KLinköpings universitet,Institutionen för beteendevetenskap och lärande,Utbildningsvetenskap,University of Colorado Boulder, USA (author)
Why Do Children Differ in Their Development of Reading and Related Skills?
- Article/chapterEnglish2014
Publisher, publication year, extent ...
- 2013-08-07
- Routledge,2014
- printrdacarrier
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- LIBRIS-ID:oai:DiVA.org:liu-103359
- https://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-103359URI
- https://doi.org/10.1080/10888438.2013.800521DOI
Supplementary language notes
- Language:English
- Summary in:English
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- 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.
Subject headings and genre
- SAMHÄLLSVETENSKAP Utbildningsvetenskap hsv//swe
- SOCIAL SCIENCES Educational Sciences hsv//eng
Added entries (persons, corporate bodies, meetings, titles ...)
- Keenan, Janice MUniversity of Denver, CO, USA (author)
- Byrne, BrianUniversity of New England, Australia (author)
- Samuelsson, StefanLinköpings universitet,Pedagogik och didaktik,Utbildningsvetenskap(Swepub:liu)stesa26 (author)
- Linköpings universitetInstitutionen för beteendevetenskap och lärande (creator_code:org_t)
Related titles
- In:Scientific Studies of Reading: Routledge18:1, s. 38-541088-84381532-799X
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