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Direct linkAubé, Sophie; Mimeau, Catherine; Gagnon, Eloi; Remon, Alexandra; Brendgen, Mara; Vitaro, Frank; Ouellet-Morin, Isabelle; Tremblay, Richard E.; Boivin, Michel; Dionne, Ginette – Developmental Psychology, 2022
Given the importance of writing for academic achievement, this study aimed to understand how early oral language contributes to later writing skills. The first objective was to determine if preschool language skills were associated with high school writing, and if so, whether they contributed directly or indirectly through school age language. The…
Descriptors: Language Skills, Writing Skills, Academic Achievement, Oral Language
Matte-Landry, Alexandra; Boivin, Michel; Tanguay-Garneau, Laurence; Mimeau, Catherine; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E.; Dionne, Ginette – Journal of Speech, Language, and Hearing Research, 2020
Purpose: The objective of this study was to compare children with persistent versus transient preschool language delay on language, academic, and psychosocial outcomes in elementary school. Method: Children with persistent language delay (n = 30), transient language delay (n = 29), and no language delay (controls; n = 163) were identified from a…
Descriptors: Language Impairments, Preschool Children, Developmental Delays, Academic Ability
Mimeau, Catherine; Dionne, Ginette; Feng, Bei; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E.; Boivin, Michel – Language Learning and Development, 2018
This twin study examined the genetic and environmental etiology of vocabulary, syntax, and their association in first graders. French-speaking same-sex twins (n = 555) completed two vocabulary tests, and two scores of syntax were calculated from their spontaneous speech at 7 years of age. Multivariate latent factor genetic analyses showed that…
Descriptors: Genetics, Etiology, Vocabulary, Syntax
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
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
Barnes, J. C.; Beaver, Kevin M.; Connolly, Eric J.; Schwartz, Joseph A. – International Journal of Behavioral Development, 2016
There has been significant interest in examining the developmental factors that predispose individuals to chronic criminal offending. This body of research has identified some social-environmental risk factors as potentially important. At the same time, the research producing these results has generally failed to employ genetically sensitive…
Descriptors: Crime, Social Influences, Biology, Genetics
Chow, Bonnie Wing-Yin; Ho, Connie Suk-Han; Wong, Simpson Wai-Lap; Waye, Mary M. Y.; Bishop, Dorothy V. M. – Developmental Science, 2013
This study considered how far nonverbal cognitive, language and reading abilities are affected by common genetic influences in a sample of 312 typically developing Chinese twin pairs aged from 3 to 11 years. Children were individually given tasks of Chinese word reading, receptive vocabulary, phonological memory, tone awareness, syllable and rhyme…
Descriptors: Genetics, Twins, Foreign Countries, Cognitive Ability
Ruf, Helena T.; Schmidt, Nicole L.; Lemery-Chalfant, Kathryn; Goldsmith, H. Hill – European Journal of Developmental Science, 2008
Impulsivity and inattention are key constructs at the interface of temperament and domains of childhood behavioral problems, such as ADHD and ODD. A multi-method, multi-source assessment of impulsivity and inattention was conducted with 256 families of twins at a mean age of 8-9 years from an epidemiologically defined community sample. Analysis of…
Descriptors: Attention Deficit Hyperactivity Disorder, Behavior Problems, Child Behavior, Genetics
