Many research questions require the assessment of reading in large samples of children. We compared two nonconventional procedures for early reading assessment: test administration by telephone, and teacher assessment. Five thousand five hundred and forty four children participating in a longitudinal twin study were assessed by telephone using the…

Background: Recent government papers have expressed concern about the poor educational attainment of "looked after" children. Early reading development has been found to be significant in their subsequent academic achievement. The possibility that biosocial factors extraneous to their experiences in public care may underpin their low…