Linked Life Data

17328696

Source:http://linkedlifedata.com/resource/pubmed/id/17328696

Statements in which the resource exists as a subject.
PredicateObject
rdf:type
lifeskim:mentions
pubmed:issue
1
pubmed:dateCreated
2007-3-1
pubmed:abstractText
Little is known about the underlying causes and developmental patterns of stability and change in early reading abilities. In a longitudinal study of twins (n=4,291 pairs), individual differences in reading achievement assessed by teachers using U.K. National Curriculum (NC) criteria showed substantial heritabilities at ages 7, 9, and 10 years (.57-.67) and modest shared environmental influences (.10-.17). Stability in NC scores was primarily mediated genetically. There was also evidence for age-specific genetic influences at each age. Genetic influences on reading are substantial and stable during the elementary school years despite the shift from "learning to read" to "reading to learn."
pubmed:grant
pubmed:language
eng
pubmed:journal
pubmed:citationSubset
IM
pubmed:status
MEDLINE
pubmed:issn
0009-3920
pubmed:author
pubmed:issnType
Print
pubmed:volume
78
pubmed:owner
NLM
pubmed:authorsComplete
Y
pubmed:pagination
116-31
pubmed:dateRevised
2007-11-15
pubmed:meshHeading
pubmed:articleTitle
From learning to read to reading to learn: substantial and stable genetic influence.
pubmed:affiliation
MRC Social, Genetic, & Developmental Psychiatry Centre, Institute of Psychiatry, King's College London, UK. n.harlaar@iop.kcl.ac.uk
pubmed:publicationType
Journal Article, Research Support, Non-U.S. Gov't, Research Support, N.I.H., Extramural, Twin Study