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Direct linkDaucourt, Mia C.; Haughbrook, Rasheda; van Bergen, Elsje; Hart, Sara A. – Developmental Psychology, 2020
According to the hybrid model (van Bergen, van der Leij, & de Jong, 2014), the significant association among executive functioning (EF), reading, and math may be partially explained by parent-reported EF's role as a common risk and/or protective factor in reading and math (dis)abilities. The current study used a sample of 434 twin pairs…
Descriptors: Executive Function, Reading Skills, Mathematics Skills, Reading Difficulties
Little, Callie W.; Hart, Sara A.; Schatschneider, Christopher; Taylor, Jeanette – Journal of Learning Disabilities, 2016
Previous literature has indicated an important association between reading comprehension and both attention-deficit/hyperactivity disorder (ADHD) and homework habits. This investigation sought to extend previous knowledge by providing information about how ADHD and homework behavior (i.e., completing homework regularly) may jointly influence…
Descriptors: Attention Deficit Hyperactivity Disorder, Homework, Reading Comprehension, Correlation
Hart, Sara A.; Soden, Brooke; Johnson, Wendy; Schatschneider, Christopher; Taylor, Jeanette – Journal of Child Psychology and Psychiatry, 2013
Background: Influential work has explored the role of family socioeconomic status (SES) as an environmental moderator of genetic and environmental influences on cognitive outcomes. This work has provided evidence that socioeconomic circumstances differentially impact the heritability of cognitive abilities, generally supporting the bioecological…
Descriptors: Genetics, Socioeconomic Status, Educational Environment, Environmental Influences
Erbeli, Florina; Hart, Sara A.; Wagner, Richard K.; Taylor, Jeanette – Scientific Studies of Reading, 2018
A fairly recent definition of reading disability (RD) is that in the form of a hybrid model. The model views RD as a latent construct that is manifested through various observable unexpected impairments in reading-related skills and through inadequate response to intervention. The current report evaluated this new conceptualization of RD from an…
Descriptors: Etiology, Reading Difficulties, Reading Programs, Response to Intervention
