Genetic and environmental influences on reading and listening comprehension

By J. Keenan, Rebecca S. Betjemann, S. Wadsworth, J. Defries, R. Olson. 2006

160 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/f8b066140cd42d272e41faf1f0bbe7b86ade1634

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. K. Cain
2. Frances Conners
3. Stefan Samuelsson
4. Elena Florit
5. R. Savage
6. R. Olson
7. John R. Kirby
8. Erik G. Willcutt

In Education

1. K. Cain
2. Frances Conners
3. R. Savage
4. Stefan Samuelsson
5. R. Olson
6. J. Keenan
7. John R. Kirby
8. Rebecca S. Betjemann

In Statistics and Probability

1. K. Cain
2. Elena Florit
3. Frances Conners
4. R. Savage
5. R. Corley
6. R. Olson
7. Erik G. Willcutt
8. J. Keenan

Citations in the corpus

• Longitudinal twin study of early literacy development: Preschool through Grade 1 (2006, background): “ Keenan et al. (2006) , also using a twin sample, have shown that among school-aged children listening comprehension makes an independent genetic contribution to reading comprehension after word reading, and together genetic influences on word reading and listening comprehension account for all the ”
• Attentional control and the Simple View of reading (2009, background): “... using both concurrent and longitudinal analyses (Byrne & Fielding-Barnsley, 1995; Catts, Hogan, & Adolf, 2005; Chen & Vellutino, 1997; Conners & Olson, 1990; Cutting & Scarborough, 2006; Dreyer & Katz, 1992; Hoover & Gough, 1990; Johnston & Kirby, 2006; Joshi & Aaron, 2000; Megherbi, Seigneuric,”
• Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension (2008, background): “Keenan, Betjemann, Wadsworth, DeFries, & Olson, 2006 ) conducted as part of a larger study of learning disabilities (DeFries et al., 1997; Olson, 2006).”
• Can the Simple View Deal with the Complexities of Reading (2008, background): “(d) There is emerging evidence of distinct genetic as well as (at least equally important) environmental influence on performance in distinct D and LC tasks, again emphasising the distinctiveness of the D and LC components as well as their necessity (Keenan et al., 2007).”
• The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies? (2011, background): “relationship between linguistic comprehension and reading comprehension than beginner readers of opaque orthographies, such as English, as shown by Müller and Brady (2001). Our primary aim was to investigate this hypothesis, namely that the transparency of the orthography affects the weight of the c”