Does classroom separation affect twins' reading ability in the early years of school?

Twin Research and Human Genetics

Volumn 12, Issue 5, 2009, Pages 455-461

  Coventry, William L ^a   Byrne, Brian ^a   Coleman, Marreta ^a   Olson, Richard K ^b   Corley, Robin ^b   Willcutt, Eric ^b   Samuelsson, Stefan ^c  

^a UNIVERSITY OF NEW ENGLAND   (Australia)

^b UNIVERSITY OF COLORADO   (United States)

^c LINKÖPING UNIVERSITY   (Sweden)

Author keywords

Children; Classroom; Reading; School; Separation; Twins

Indexed keywords

ARTICLE; AUSTRALIA; CHILD; CONTROLLED STUDY; DISRUPTIVE BEHAVIOR; HUMAN; KINDERGARTEN; PRESCHOOL CHILD; PRIORITY JOURNAL; READING; SCHOOL; SCHOOL CHILD; TWINS; UNITED STATES; ZYGOSITY; COMPREHENSION; DIZYGOTIC TWINS; EDUCATION; EDUCATIONAL STATUS; FEMALE; GENETICS; MALE; MONOZYGOTIC TWINS; PHONETICS; PSYCHOLOGICAL ASPECT; SOCIAL ENVIRONMENT;

AUSTRALIA; CHILD; COMPREHENSION; EDUCATIONAL MEASUREMENT; EDUCATIONAL STATUS; FEMALE; HUMANS; MALE; PHONETICS; READING; SOCIAL ENVIRONMENT; TWINS; TWINS, DIZYGOTIC; TWINS, MONOZYGOTIC;

EID: 74949123854     PISSN: 18324274     EISSN: None     Source Type: Journal    
DOI: 10.1375/twin.12.5.455     Document Type: Article

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