A Twin Study of Teacher-Reported Mathematics Performance and Low Performance in 7-Year-Olds.

By Bonamy R. Oliver, N. Harlaar, M. Thomas, Y. Kovas, S. 0. Walker, Stephen A. Petrill, F. Spinath, P. Dale, Robert Plomin. 2004

86 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/35b390a20737d2d9a1a3eb2a3847d7e95332747c

How researchers see this paper

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

In Education

1. Dorret I. Boomsma
2. Robert Plomin
3. C. Haworth
4. Y. Kovas
5. Philip S. Dale

In Experimental and Cognitive Psychology

1. Dorret I. Boomsma
2. Robert Plomin

In Statistics and Probability

1. Dorret I. Boomsma
2. Robert Plomin
3. C. Haworth
4. Y. Kovas
5. Philip S. Dale

Citations in the corpus

• The Genetic and Environmental Origins of Learning Abilities and Disabilities in the Early School (2007, background): “For mathematics disability, the concordances are about 70% for MZ twins and 50% for DZ twins (Oliver et al., 2004).”
• Meta-analysis of twin studies highlights the importance of genetic variation in primary school educational achievement (2015, background): “The hypothesis is also supported by multiple studies that have established that learning disabilities are the low end of a continuum and are influenced by the same genetic and environmental effects as normal educational achievement (Hensler et al., 2010; Knopik & DeFries, 1999; Oliver et al., 2004).”