Longitudinal twin study of early reading development in three countries: Preliminary results

By Brian Byrne, Cara Delaland, Ruth Fielding-barnsley, Peter Quain, Stefan Samuelsson, T. Høien, R. Corley, J. Defries, S. Wadsworth, Erik G. Willcutt and 1 more. 2002

122 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/791671b6d0275f375d3ff0ac7cc6aebb5b8862f8

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

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).”
Longitudinal Twin Study of Early Literacy Development: Preschool and Kindergarten Phases (2005, background): “To take just one example, we found significant heritability for a composite measure of phonological awareness (Byrne et al., 2002; Samuelsson et al., in press).”
Early Identification of Reading Difficulties Using Heterogeneous Developmental Trajectories (2008, background): “Finally, given the recent findings in behavioral genetics studies (Byrne et al., 2002; Harlaar, Spinath, Dale, & Plomin, 2005; Petrill et al., 2006b), it will be important to consider environmental factors as well as genetic differences in early readers when examining differential treatment effects.”
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).”
Modeling Phonological Core Deficits Within a Working Memory Architecture in Children and Adults With Developmental Dyslexia (2006, result): “The notion that dyslexia is characterized by both a phonological deficit and a working memory deficit is consistent with the findings of twin studies with preschoolers in three countries that also point to deficits in both phonology and working memory (Byrne et al., 2002).”
Assessment and Early Instruction of Preschool Children at Risk for Reading Disability. (2005, methodology): “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).”
Genetic and environmental influences on early literacy (2006, background): “full details, see Byrne et al., 2002 and Samuelsson et al., in press).”