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From Learning to Read to Reading to Learn: Substantial and Stable Genetic Influence
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Harlaar, Nicole; Dale, Philip S.; Plomin, Robert – Child Development, 2007
Little is known about the underlying causes and developmental patterns of stability and change in early reading abilities. In a longitudinal study of twins (n=4,291 pairs), individual differences in reading achievement assessed by teachers using U.K. National Curriculum (NC) criteria showed substantial heritabilities at ages 7, 9, and 10 years…
Descriptors: Early Reading, Environmental Influences, Reading Ability, Reading Achievement