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Direct linkShahaeian, Ameneh; Wang, Cen; Tucker-Drob, Elliot; Geiger, Vincent; Bus, Adriana G.; Harrison, Linda J. – Scientific Studies of Reading, 2018
This study explored longitudinal associations between early shared reading at 2 to 3 years of age and children's later academic achievement. It examined the mediating role of children's vocabulary and early academic skills, and the moderating effects of family's socioeconomic status. Data were drawn from the Longitudinal Study of Australian…
Descriptors: Preschool Children, Children, Foreign Countries, Academic Achievement
Smeets, Daisy J. H.; van Dijken, Marianne J.; Bus, Adriana G. – Journal of Learning Disabilities, 2014
Novel word learning is reported to be problematic for children with severe language impairments (SLI). In this study, we tested electronic storybooks as a tool to support vocabulary acquisition in SLI children. In Experiment 1, 29 kindergarten SLI children heard four e-books each four times: (a) two stories were presented as video books with…
Descriptors: Books, Electronic Publishing, Childrens Literature, Language Impairments
Kegel, Cornelia A. T.; Bus, Adriana G. – Journal of Child Psychology and Psychiatry, 2013
Background: The dopamine D4 receptor gene (DRD4) has been linked to attention deficit hyperactivity disorder (ADHD) and reading disorders. In this study, we examined whether diminished anticipatory dopamine cell firing--typical of the long variant of the DRD4 allele--is related to emergent and advanced alphabetic skills, and whether executive…
Descriptors: Genetics, Executive Function, Attention Deficit Hyperactivity Disorder, Correlation
