ArticleScientific studies of reading : the official journal of the Society for the Scientific Study of Reading2014
Why do Children Differ in Their Development of Reading and Related Skills?
Article in Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 27 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
27 citing papers in PubMed, 1 synthesis or guideline pooled it, 101 citations in OpenAlex.
- A systematic review and meta-analysis of imaging genetics studies of specific reading disorder.Cognitive neuropsychology · 2021Pooled it
- Shared genetics between ADHD and reading/language abilities: Genome-wide correlations, stratified enrichment, cross-trait association, and mendelian randomization.JCPP advances · 2026Article
- Heritability of Functional Literacy: Evidence from a Classical Twin Design.Behavior genetics · 2026Article
- How relations between early reading skills and third-grade mathematics outcomes vary across distribution: A quantile regression approach.Developmental psychology · 2024Article
- Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling.Frontiers in psychology · 2024Article
- Predicting Later Spelling from Kindergarten Spelling in U.S., Australian, and Swedish Children.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2023Article
- Orthographic Depth May Influence the Degree of Severity of Maze Learning Performance in Children at Risk for Reading Disorder.Developmental neuroscience · 2022Article
- Gray matter correlates of reading fluency deficits: SES matters, IQ does not.Brain structure & function · 2021Article
- Current Research Informing the Conceptualization, Identification, and Treatment of Dyslexia Across Orthographies: An Introduction to the Special Series.Learning disability quarterly : journal of the Division for Children with Learning Disabilities · 2021Article
- Breadth versus depth: Cumulative risk model and continuous measure prediction of poor language and reading outcomes at 12.Developmental science · 2021Article
- PARENTS' AND TEACHERS' PERCEPTIONS OF FACTORS AFFECTING LEARNING IN KENYA.Global social welfare : research, policy & practice · 2020Article
- The relationship between socioeconomic status and white matter microstructure in pre-reading children: A longitudinal investigation.Human brain mapping · 2019Article
- Medication and Medication Wastage: Short-Term and Long-Term Effects of an Educational Intervention Among School Children.Global pediatric health · 2019Article
- Neuropsychology of Learning Disabilities: The Past and the Future.Journal of the International Neuropsychological Society : JINS · 2017Review
- A Cross-Lagged Panel Analysis of Psychometric Intelligence and Achievement in Reading and Math.Journal of Intelligence · 2017Article
- Genome-Wide Polygenic Scores Predict Reading Performance Throughout the School Years.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2017Article
- Word Decoding Development during Phonics Instruction in Children at Risk for Dyslexia.Dyslexia (Chichester, England) · 2017Article
- The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children's Language and Literacy Development.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2017Article
- Lessons to be learned: how a comprehensive neurobiological framework of atypical reading development can inform educational practice.Current opinion in behavioral sciences · 2016Article
- The genetic and environmental etiologies of the relations between cognitive skills and components of reading ability.Journal of experimental psychology. General · 2016Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors at 2 institutions in 2 countries.
Funding
Abstract
Modern behavior-genetic studies of twins in the U.S., Australia, Scandinavia, and the U.K. show that genes account for most of the variance in children's reading ability by the end of the first year of formal reading instruction. Strong genetic influence continues across the grades, though the relevant genes vary for reading words and comprehending text, and some of the genetic influence comes through a gene - environment correlation. Strong genetic influences do not diminish the importance of the environment for reading development in the population and for helping struggling readers, but they question setting the same minimal performance criterion for all children.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.