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

Nicole Harlaar; Marianna E Hayiou-Thomas; Philip S Dale; Robert Plomin

doi:10.1044/1092-4388(2008/049)

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

Nicole Harlaar, Marianna E Hayiou-Thomas, Philip S Dale, Robert Plomin

Psychology

Research output: Contribution to journal › Article › peer-review

Abstract

Language acquisition is predictive of successful reading development, but the nature of this link is poorly understood.

Original language	English
Pages (from-to)	688-705
Number of pages	18
Journal	Journal of Speech, Language and Hearing Research (JSLHR)
Volume	51
Issue number	3
DOIs	https://doi.org/10.1044/1092-4388(2008/049)
Publication status	Published - Jun 2008

Keywords

Child
Child Language
Child, Preschool
Educational Status
Humans
Language Development Disorders
Phenotype
Reading
Twins
Verbal Behavior
Verbal Learning

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10.1044/1092-4388(2008/049)

Cite this

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title = "Why do preschool language abilities correlate with later reading?: A twin study",

abstract = "Language acquisition is predictive of successful reading development, but the nature of this link is poorly understood.",

keywords = "Child, Child Language, Child, Preschool, Educational Status, Humans, Language Development Disorders, Phenotype, Reading, Twins, Verbal Behavior, Verbal Learning",

author = "Nicole Harlaar and Hayiou-Thomas, {Marianna E} and Dale, {Philip S} and Robert Plomin",

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AU - Dale, Philip S

AU - Plomin, Robert

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KW - Child, Preschool

KW - Educational Status

KW - Humans

KW - Language Development Disorders

KW - Phenotype

KW - Reading

KW - Twins

KW - Verbal Behavior

KW - Verbal Learning

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

Abstract

Keywords

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