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Genetic and Environmental Influences on Vocabulary and Reading Development
Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences. (University of Colorado at Boulder)
University of Denver.
Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences. (University of New England)
Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
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2011 (English)In: SCIENTIFIC STUDIES OF READING, ISSN 1088-8438, Vol. 15, no 1, 26-46 p.Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Taylor and Francis , 2011. Vol. 15, no 1, 26-46 p.
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Social Sciences
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URN: urn:nbn:se:liu:diva-67003DOI: 10.1080/10888438.2011.536128ISI: 000286820700003OAI: oai:DiVA.org:liu-67003DiVA: diva2:406269
Available from: 2011-03-25 Created: 2011-03-25 Last updated: 2017-09-22

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Samuelsson, Stefan

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  • Other locale
More languages
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