Longitudinal Twin Study of Early Literacy Development: Preschool and Kindergarten Phases

By Brian Byrne, S. Wadsworth, R. Corley, Stefan Samuelsson, Peter Quain, J. Defries, Erik G. Willcutt, R. Olson. 2005

101 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/0ec48bd4655e6643565195cee133c5b90ec25299

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. George K. Georgiou
2. Stefan Samuelsson
3. Rauno Parrila
4. John R. Kirby
5. Brian Byrne
6. R. Olson
7. D. Shankweiler
8. Erik G. Willcutt

In Experimental and Cognitive Psychology

1. R. Corley
2. Stefan Samuelsson
3. Robert Plomin
4. Rauno Parrila
5. Kathy Stephenson
6. George K. Georgiou
7. John R. Kirby
8. J. Defries

Citations in the corpus

• Longitudinal twin study of early literacy development: Preschool through Grade 1 (2006, methodology): “The data are from the third testing phase of twin children whose preschool and kindergarten results have been the subjects of earlier publications (Byrne et al., 2002, 2005, 2006; Samuelsson et al., 2005).”
• Effects of Home Literacy, Parents' Beliefs, and Children's Task-Focused Behavior on Emergent Literacy and Word Reading Skills (2008, background): “This may not be surprising if only one fifth of individual variation is due to significant influences from shared environment as suggested by Byrne et al. (2005).”
• Preschool twin study of the relation between attention-deficit/hyperactivity disorder and prereading skills (2006, unknown): “Twin analyses of the prereading measures are described in detail in our previous papers (Byrne et al., 2002, 2005; Samuelsson et al., 2005; Samuelsson et al., this volume).”
• The Genetic and Environmental Origins of Learning Abilities and Disabilities in the Early School (2007, methodology): “MONOGRAPHS OF THE SOCIETY FOR RESEARCH IN CHILD DEVELOPMENT 8-point scale.”
• Genetic and environmental influences on early literacy (2006, background): “When combined with evidence that children’s reading levels tend to settle quite early in their school careers ( Byrne, Freebody & Gates, 1992; Freebody & Byrne, 1988; Juel, 1988) and that family practices do make a difference, parents would be natural targets for blame in cases of reading failure.”
• Preschool cognitive and language skills predicting Kindergarten and Grade 1 reading and spelling: a cross-linguistic comparison (2009, background): “90 for tests measuring reading and spelling (Byrne et al., 2005).”
• Assessment and Early Instruction of Preschool Children at Risk for Reading Disability. (2005, background): “Candidate sources for the difference include the home and preschool environments, particularly explicit teaching of letters, and child-internal factors such as propensity to profit from experience, explicit or implicit, perhaps under genetic influence (Byrne et al., 2002, 2005).”