From learning to read to reading to learn: Substantial and stable genetic influence

Child Development

Volumn 78, Issue 1, 2007, Pages 116-131

  Harlaar, Nicole ^a   Dale, Philip S ^b   Plomin, Robert ^a  

^a KING'S COLLEGE LONDON   (United Kingdom)

^b UNIVERSITY OF NEW MEXICO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; COMPREHENSION; EDUCATIONAL STATUS; FEMALE; GENETICS; GENOTYPE; HUMAN; INDIVIDUALITY; INTERNET; LEARNING; LONGITUDINAL STUDY; MALE; PSYCHOLOGICAL ASPECT; READING; SOCIAL ENVIRONMENT; STATISTICS; TWINS;

CHILD; COMPREHENSION; EDUCATIONAL STATUS; FEMALE; GENOTYPE; HUMANS; INDIVIDUALITY; INTERNET; LEARNING; LONGITUDINAL STUDIES; MALE; READING; SOCIAL ENVIRONMENT; STATISTICS; TWINS;

EID: 33847414960     PISSN: 00093920     EISSN: 14678624     Source Type: Journal    
DOI: 10.1111/j.1467-8624.2007.00988.x     Document Type: Article

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