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Longitudinal Study of Language and Speech of Twins at 4 and 6 Years: Twinning Effects Decrease, Zygosity Effects Disappear, and Heritability Increases
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Rice, Mabel L.; Zubrick, Stephen R.; Taylor, Catherine L.; Hoffman, Lesa; Gayán, Javier – Journal of Speech, Language, and Hearing Research, 2018
Purpose: This study investigates the heritability of language, speech, and nonverbal cognitive development of twins at 4 and 6 years of age. Possible confounding effects of twinning and zygosity, evident at 2 years, were investigated among other possible predictors of outcomes. Method: The population-based twin sample included 627 twin pairs and 1…
Descriptors: Longitudinal Studies, Genetics, Twins, Cognitive Development
Fetal Testosterone, Socio-Emotional Engagement and Language Development
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Farrant, Brad M.; Mattes, Eugen; Keelan, Jeff A.; Hickey, Martha; Whitehouse, Andrew J. O. – Infant and Child Development, 2013
The present study investigated the relations among fetal testosterone, child socio-emotional engagement and language development in a sample of 467 children (235 boys) from the Western Australian Pregnancy Cohort (Raine) Study. Bioavailable testosterone concentration measured in umbilical cord blood taken at birth was found to be significantly…
Descriptors: Infants, Prenatal Influences, Language Acquisition, Vocabulary Development
An Australian Program for Improving High School Reading in Content Areas.
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Downing, John; Morris, Bert – Journal of Reading, 1984
Describes a model for reading--ERICA (Effective Reading in Content Areas)--that consists of four stages: preparing, thinking through, extracting and organizing, and translating. (HOD)
Descriptors: Cognitive Development, Cognitive Mapping, Content Area Reading, Context Clues