Chapter published in:
Theories of Reading Development
Edited by Kate Cain, Donald L. Compton and Rauno K. Parrila
[Studies in Written Language and Literacy 15] 2017
► pp. 3354
References

References

107th Congress
(2002) The no child left behind act of 2001. Washington, DC: United States Congress.Google Scholar
Alter, J.
(2007, February 10). Stop pandering on education; It’s time to move from identifying failing schools to identifying failing teachers. Sounds obvious, but it hasn’t happened in American education. Newsweek, p. 55.Google Scholar
Betjemann, R. S., Keenan, J. M., Olson, R. K., & DeFries, J. C.
(2011) Choice of reading comprehension test influences the outcomes of genetic analyses. Scientific Studies of Reading, 15, 363–382. CrossrefGoogle Scholar
Betjemann, R. S., Willcutt, E. G., Olson, R. K., Keenan, J. M., DeFries, J. C., & Wadsworth, S. J.
(2008) Word reading and reading comprehension: Stability, overlap, and independence. Reading and Writing: An Interdisciplinary Journal, 21, 539–558. CrossrefGoogle Scholar
Byrne, B., Coventry, W. L., Olson, R. K., Samuelsson, S., Corley, R., Willcutt, E. G., Wadsworth, S., & DeFries, J. C.
(2009) Genetic and environmental influences on aspects of literacy and language in early childhood: Continuity and change from preschool to grade 2. Journal of Neurolinguistics, 22, 219–236. CrossrefGoogle Scholar
Byrne, B., Coventry, W. L., Olson, R. K, Hulslander, J., Wadsworth, S., DeFries, J. C., et al.
(2008) A behavior-genetic analysis of orthographic learning, spelling, and decoding. Journal of Research in Reading, 31, 8–21. CrossrefGoogle Scholar
Byrne, B., Coventry, W. L., Olson, R. K., Wadsworth, S. J., Samuelsson, S., Petrill, S. A., Willcutt, E. G., & Corley, R.
(2010) “Teacher effects” in early literacy development: Evidence from a study of twins. Journal of Educational Psychology, 102, 32–42. CrossrefGoogle Scholar
Byrne, B., Delaland, C., Fielding-Barnsley, R., Quain, P., Samuelsson, S., Hoien, T., Corley, R., DeFries, J. C., Wadsworth, S., Willcutt, E., & Olson, R. K.
(2002) Longitudinal twin study of early reading development in three countries: Preliminary results. Annals of Dyslexia, 52, 49–74. CrossrefGoogle Scholar
Byrne, B., Samuelsson, S., Wadsworth, S., Hulslander, J., Corley, R., DeFries, J. C., Quain, P., Willcutt, E., & Olson, R. K.
(2007) Longitudinal twin study of early literacy development: Preschool through Grade 1. Reading and Writing: An Interdisciplinary Journal, 20, 77–102. CrossrefGoogle Scholar
Byrne, B., Wadsworth, S., Boehme, K., Talk, A. C., Coventry, W. L., Olson, R. K., Samuelsson, S., & Corley, R.
(2013) Multivariate genetic analysis of learning and early reading development. Scientific Studies of Reading, 17, 224–242. CrossrefGoogle Scholar
Carey, G.
(2003) Human genetics for the social sciences. London: Sage Publications.Google Scholar
Christopher, M. E., Hulslander, J., Byrne, B., Samuelsson, S., Keenan, J. M., Pennington, B., … & Olson, R. K.
(2013) Modeling the etiology of individual differences in early reading development: Evidence for strong genetic influences. Scientific Studies of Reading, 17, 350–368. CrossrefGoogle Scholar
Christopher, M. E., Hulslander, J., Byrne, B., Samuelsson, S., Keenan, J. M., Pennington, B., DeFries, J. C, Wadsworth, S. J, Willcutt, E., & Olson, R. K.
(2013) The genetic and environmental etiologies of individual differences in early reading growth in Australia, the United States, and Scandinavia. Journal of Experimental Child Psychology, 115, 453–467. CrossrefGoogle Scholar
Christopher, M. E., Hulslander, J., Byrne, B., Samuelsson, S., Keenan, J. M., Pennington, B., …Olson, R. K.
(2015) Genetic and environmental etiologies of the longitudinal relations between prereading skills and reading. Child Development, 86, 342–361 CrossrefGoogle Scholar
Common Core State Standards for English Language Arts & Literacy in History/Social Science, and Technical Science
DeFries, J. C., Filipek, P. A., Fulker, D. W., Olson, R. K., Pennington, B. F., Smith, S. D., & Wise, B. W.
(1997) Colorado Learning Disabilities Research Center. Learning Disabilities: A Multidisciplinary Journal, 8, 7–19.Google Scholar
DeFries, J. C., & Fulker, D. W.
(1985) Multiple regression analysis of twin data. Behavior Genetics, 15, 467–478. CrossrefGoogle Scholar
DeFries, J. C., Fulker, D. W., & LaBuda, M. C.
(1987) Evidence for a genetic aetiology in reading disability of twins. Nature, 329, 537–539. CrossrefGoogle Scholar
Elwér, Å., Gustafson, S., Byrne, B., Olson, R. K., Keenan, J. M., & Samuelsson, S.
(2015) Oral language deficits in poor reading comprehension with adequate word decoding. Scandinavian Journal of Psychology, 56, 157–166. CrossrefGoogle Scholar
Elwér, Å., Keenan, J. M., Olson, R. K., Byrne, B., & Samuelsson, S.
(2013) Longitudinal stability and predictors of poor oral comprehenders and poor decoders. Journal of Experimental Child Psychology, 115, 497–516. CrossrefGoogle Scholar
Friend, A., DeFries, J. C., & Olson, R. K.
(2008) Parental education moderates genetic influences on reading disability. Psychological Science, 19, 1124–1130. CrossrefGoogle Scholar
Friend, A., DeFries, J. C., Olson, R. K., Pennington, B., Harlaar, N., Byrne, B., … Keenan, J. M.
(2009) Heritability of high reading ability and its interaction with parental education. Behavior Genetics, 39, 427–436. CrossrefGoogle Scholar
Gayán, J., & Olson, R. K.
(2001) Genetic and environmental influences on orthographic and phonological skills in children with reading disabilities. Developmental Neuropsychology, 20, 487–511. CrossrefGoogle Scholar
(2003) Genetic and environmental influences on individual differences in printed word recognition. Journal of Experimental Child Psychology, 84, 97–123. CrossrefGoogle Scholar
Harlaar, N., Cutting, L., Deater-Deckard, K., DeThorne, L. S., Justice, L. M., Schatscheeider, C., … Petrill, S. A.
(2010) Predicting individual differences in reading comprehension: A twin study. Annals of Dyslexia, 60, 265–288. CrossrefGoogle Scholar
Harlaar, N., Dale, P., Hayiou-Thomas, & Plomin, R.
(2012) Individual variation in reading achievement trajectories: New evidence from a UK twin study. Paper presented at the meeting of the Society for the Scientific Study of Reading, Montreal, July 12, 2012.
Harlaar, N., Deater-Deckard, K., Thompson, L. A., DeThorne, L. S., & Petrill, S. A.
(2011) Associations between reading achievement and independent reading in early elememtary school: a genetically informative cross-lagged study. Child Development, 82, 2123–2137. CrossrefGoogle Scholar
Harlaar, N., Dale, P. S., & Plomin, R.
(2007) Reading exposure: A (largely) environmental risk factor with environmentally-mediated effects on reading performance in the primary school years. Journal of Child Psychology and Psychiatry, 48, 1192–1199. CrossrefGoogle Scholar
Harlaar, N., Spinath, F. M., Dale, P. S., & Plomin, R.
(2005) Genetic influences on early word recognition abilities and disabilities: A study of 7-year-old twins. Journal of Child Psychology and Psychiatry, 46, 373–384. CrossrefGoogle Scholar
Hart, S. A., Logan, J. A. R., Soden-Hensler, B., Kershaw, S., Taylor, J., & Schatschneider, C.
(2013) Exploring how nature and nurture affect the development of reading: An analysis of the Florida Twin Project on Reading. Developmental Pscyhology. 49, 1971–1981. CrossrefGoogle Scholar
Hart, S. A., Taylor, J., & Schatschneider, C.
(2013) There is a world outside of experimental designs: using twins to investigate causation. Assessment for Effective Intervention, 38, 117–126 CrossrefGoogle Scholar
Hoover, W. A. & Gough, P. B.
(1990) The simple view of reading. Reading and Writing, 2, 127–160. CrossrefGoogle Scholar
Hulslander, J., Olson, R. K., Willcutt, E. G., & Wadsworth, S. J.
(2010) Longitudinal stability of reading-related skills and their prediction of reading development. Scientific Studies of Reading, 14, 111–136. CrossrefGoogle Scholar
Kovas, Y., Haworth, C. M. A., Dale, P. S., & Plomin, R.
(2007) The genetic and environmental origins of learning abilities and disabilities in the early school years. Monographs of the Society for Research in Child Development, 72, 1–144.Google Scholar
Keenan, J. M., Betjemann, R. S., & Olson, R. K.
(2008) Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading, 12, 281–300. CrossrefGoogle Scholar
Keenan, J. M., Betjemann, R., Wadsworth, S. J., DeFries, J. C., & Olson, R. K.
(2006) Genetic and environmental influences on reading and listening comprehension. Journal of Research in Reading, 29, 75–91. CrossrefGoogle Scholar
Keller M. C., & Coventry, W. L.
(2005) Quantifying and addressing parameter indeterminacy in the classical twin design. Twin Research and Human Genetics, 8, 201–213. CrossrefGoogle Scholar
Keller, M. C., Medland, S. E., & Duncan, L. E.
(2010) Are extended twin family designs worth the trouble? A comparison of the bias, precision, and accuracy of parameters estimated in four twin family models. Behavior Genetics, 40, 377–393. CrossrefGoogle Scholar
Logan, J. A. R., Hart, S. A., Cutting, L., Deater-Deckard, K., Schatschneider, C., & Petrill, S. A.
(2013) Reading development in children ages 6 to 12: Genetic and environmental influences. Child Development, 84, 2131–2144. CrossrefGoogle Scholar
Marsh, H. W., Martin, A. J., & Cheng, J. H. S.
(2008) A multi-level perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys? Journal of Educational Psychology, 100, 78–95. CrossrefGoogle Scholar
Nye, B., Konstantopoulos, S., & Hedges, L. V.
(2004) How large are teacher effects? Educational Evaluation and Policy Analysis, 26, 237–257. CrossrefGoogle Scholar
Olson, R. K.
(2004) SSSR, environment, and genes. Scientific Studies of Reading, 8, 111–124. CrossrefGoogle Scholar
(2006) Genes, Environment, and Dyslexia: The 2005 Norman Geschwind Memorial Lecture. Annals of Dyslexia, 56, 205–238. CrossrefGoogle Scholar
Olson, R. K., & Byrne, B.
(2005) Genetic and environmental influences on reading and language ability and disability. In H. Catts, & A. Kamhi (Eds.), The connections between language and reading disabilities (pp. 173–200). Mahwah, NJ: Laurence Erlbaum Associates.Google Scholar
Olson, R. K., Keenan, J. M., Byrne, B., Samuelsson, S., Coventry, W. L., Corley, R.,…Hulslander, J.
(2011) Genetic and environmental influences on vocabulary and reading development. Scientific Studies of Reading, 15, 26–46. CrossrefGoogle Scholar
Olson, R. K., Wise, B., Conners, F., Rack, J. & Fulker, D.
(1989) Specific deficits in component reading and language skills: Genetic and environmental influences. Journal of Learning Disabilities, 22, 339–348. CrossrefGoogle Scholar
Petrill, S. A., Deater-Deckard, K., Thompson, L. A., Schatschneider, C., DeThorne, L. S., & Vandenbergh, D. J.
(2007) Longitudinal genetic analysis of early reading: The Western Reserve Reading Project. Reading and Writing, 20, 127–146. CrossrefGoogle Scholar
Petrill, S. A., Hart, S. A., Harlaar, N., Logan, J., Justice, L. M., Schatschneider, C., … Cutting, L.
(2010) Genetic and environmental influences on the growth of early reading skills. Journal of Child Psychology and Psychiatry, 51, 660–667. CrossrefGoogle Scholar
Pinker, S.
(2002) The blank slate: The modern denial of human nature. New York: Penguin Books.Google Scholar
Plomin, R., DeFries, J. C., McClearn, G. E., & McGuffin, P.
(2008) Behavioral genetics (5th ed.). New York, NY: Worth.Google Scholar
Rose, S.
(2012) Third grade reading policies. Education Commission of the States, www​.ecs​.org, accessed 9/27/2012.
Sadoski, M., & Wilson, V. L.
(2006) Effects of a theoretically based large-scale reading intervention in a multicultural urban school district. American Educational Research Journal, 43, 137–154. CrossrefGoogle Scholar
Samuelsson, S., Byrne, B., Olson, R. K., Hulslander, J., Wadsworth, S., Corley, R., DeFries, J. C.
(2008) Response to early literacy instruction in the United States, Australia, and Scandinavia: A behavior-genetic analysis. Learning and Individual Differences, 18, 289–295. CrossrefGoogle Scholar
Samuelsson, S., Byrne, B., Quain, P., Corley, R., DeFries, J. C., Wadsworth, S., Willcutt, E., & Olson, R. K.
(2005) Environmental and genetic influences on pre-reading skills in Australia, Scandinavia, and the U.S. Journal of Educational Psychology, 97, 705–722. CrossrefGoogle Scholar
Samuelsson, S., Olson, R. K., Wadsworth, S., Corley, R., DeFries, J. C., Willcutt, E., Hulslander, J., & Byrne, B.
(2007) Genetic and environmental influences on pre-reading skills and early reading and spelling development: A comparison among United States, Australia, and Scandinavia. Reading and Writing: An Interdisciplinary Journal, 20, 51–75. CrossrefGoogle Scholar
Skibbe, L. E., Phillips, B. M., Day, S. L., Brophy-Herb, H. E., & Connor, C. M.
(2012) Children’s early literacy growth in relation to classmates’ self-regulation. Journal of Educational Psychology, 104, 541–553. CrossrefGoogle Scholar
Taylor, J., & Schatschneider, C.
(2010) Genetic influence on literacy constructs in kindergarten and first grade: Evidence from a diverse twin sample. Behavior Genetics, 40, 591–602. CrossrefGoogle Scholar
Taylor, J., Roehrig, A. D., Soden Hensler, B., Connor, C. M., & Schatschneider, C.
(2010) Teacher quality moderates the genetic effects on early reading. Science, 328, 512–514. CrossrefGoogle Scholar
Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., & Conway, T.
(2001) Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from tow instructional approaches. Journal of Learning Disabilities, 34, 33–58. CrossrefGoogle Scholar
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A.
(1999) Test of Word Reading Efficiency (TOWRE). Austin, TX: Pro-Ed.Google Scholar
Wadsworth, S. J., Corley, R. P., Plomin, R., Hewitt, J. K. & DeFries, J. C.
(2006) Genetic and environmental influences on continuity and change in reading achievement in the Colorado Adoption Project. In A. Huston & M. Ripke (Eds.), Developmental contexts of middle childhood: Bridges to adolescence and adulthood (pp. 87–106). New York: Cambridge University Press. CrossrefGoogle Scholar
Wise, B. W., Ring, J., & Olson, R. K.
(2000) Individual differences in gains from computer-assisted remedial reading with more emphasis on phonological analysis or accurate reading in context. Journal of Experimental Child Psychology, 77, 197–235. CrossrefGoogle Scholar
Cited by

Cited by 1 other publications

Willcutt, Erik G., Lauren M. McGrath, Bruce F. Pennington, Janice M. Keenan, John C. DeFries, Richard K. Olson & Sally J. Wadsworth
2019. Understanding Comorbidity Between Specific Learning Disabilities. New Directions for Child and Adolescent Development 2019:165  pp. 91 ff. Crossref logo

This list is based on CrossRef data as of 09 june 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.