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Gender Ratios in Children with Reading Disability and Their Affected Relatives: A Commentary.
Peer reviewed Peer reviewed
DeFries, J. C. – Journal of Learning Disabilities, 1989
A study applied the polygenic threshold model to previously reported differences in gender ratios among children with reading disabilities and close family members with similar disabilities. The results were found to be predictable with the model. (MSE)
Descriptors: Elementary Secondary Education, Heredity, Models, Parents
Developmental Dyscalculia Is a Familial Learning Disability.
Peer reviewed Peer reviewed
Shalev, Ruth S.; Manor, Orly; Kerem, Batsheva; Ayali, Mady; Badichi, Navah; Friedlander, Yechiel; Gross-Tsur, Varda – Journal of Learning Disabilities, 2001
Siblings and parents of 39 children with dyscalculia were assessed for arithmetic, reading, and attention disorders. Findings indicated a familial prevalence of dyscalculia almost tenfold higher than expected for the general population and suggest that dyscalculia, like other learning disabilities, has a significant familial aggregation,…
Descriptors: Arithmetic, Attention Deficit Disorders, Children, Dyscalculia
Specific Deficits in Component Reading and Language Skills: Genetic and Environmental Influences.
Peer reviewed Peer reviewed
Olson, Richard; And Others – Journal of Learning Disabilities, 1989
Word recognition data from identical and fraternal twins and siblings (N=172) indicated that the phonological coding deficit of children with reading disabilities was highly heritable. Orthographic coding was not significantly heritable. Poor readers with low IQs were superior to similar reading but average IQ readers in phonological coding.…
Descriptors: Elementary Secondary Education, Genetics, Heredity, Intelligence Differences
The External Validity of Age-versus IQ-Discrepancy Definitions of Reading Disability: Lessons from a Twin Study.
Peer reviewed Peer reviewed
Pennington, Bruce F.; And Others – Journal of Learning Disabilities, 1992
This study of 640 twins with reading disability and 436 controls (mean age 12) examined external validity of the distinction between specific reading retardation and reading backwardness, in 3 domains: genetic etiology, sex ratio and clinical correlates, and neuropsychological profiles. There was no evidence of differential genetic etiology of the…
Descriptors: Age Differences, Definitions, Educational Diagnosis, Elementary Secondary Education