Why do preschool language abilities correlate with later reading? A twin study

Journal of Speech, Language, and Hearing Research

Volumn 51, Issue 3, 2008, Pages 688-705

  Harlaar, Nicole ^a,d   Hayiou Thomas, Marianna E ^b   Dale, Philip S ^c   Robert Plomin, ^a  

^a KING'S COLLEGE LONDON   (United Kingdom)

^b UNIVERSITY OF YORK   (United Kingdom)

^c UNIVERSITY OF NEW MEXICO   (United States)

^d OHIO STATE UNIVERSITY   (United States)

Author keywords

Genetics; Language; Literacy

Indexed keywords

ACADEMIC ACHIEVEMENT; ARTICLE; CHILD; CONTROLLED STUDY; CORRELATIONAL STUDY; ENVIRONMENTAL FACTOR; FAMILY HISTORY; FEMALE; GENETIC ANALYSIS; HEREDITY; HUMAN; LANGUAGE ABILITY; LINGUISTICS; MALE; PHENOTYPE; READING; TWINS;

CHILD; CHILD LANGUAGE; CHILD, PRESCHOOL; EDUCATIONAL STATUS; HUMANS; LANGUAGE DEVELOPMENT DISORDERS; PHENOTYPE; READING; TWINS; VERBAL BEHAVIOR; VERBAL LEARNING;

EID: 46949108528     PISSN: 10924388     EISSN: None     Source Type: Journal    
DOI: 10.1044/1092-4388(2008/049)     Document Type: Article

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