相似文献
1
Unraveling the Relation Between Reading Comprehension and Print Exposure.揭示阅读理解与印刷品接触之间的关系。
Child Dev. 2020 Sep;91(5):1548-1562. doi: 10.1111/cdev.13339. Epub 2019 Nov 15.
2
Longitudinal Associations Among Reading-Related Skills and Reading Comprehension: A Twin Study.阅读相关技能与阅读理解之间的纵向关联：一项双胞胎研究。
Child Dev. 2018 Nov;89(6):e480-e493. doi: 10.1111/cdev.12853. Epub 2017 Jun 1.
3
Expanding the environment: gene × school-level SES interaction on reading comprehension.拓展环境：阅读理解中基因与学校社会经济地位的交互作用。
J Child Psychol Psychiatry. 2013 Oct;54(10):1047-55. doi: 10.1111/jcpp.12083. Epub 2013 Jun 1.
4
Why do children read more? The influence of reading ability on voluntary reading practices.为什么儿童阅读量更大？阅读能力对自主阅读实践的影响。
J Child Psychol Psychiatry. 2018 Nov;59(11):1205-1214. doi: 10.1111/jcpp.12910. Epub 2018 Apr 10.
5
Examining Associations Among ADHD, Homework Behavior, and Reading Comprehension: A Twin Study.多动症、家庭作业行为与阅读理解之间的关联研究：一项双胞胎研究
J Learn Disabil. 2016 Jul;49(4):410-23. doi: 10.1177/0022219414555715. Epub 2014 Oct 27.
6
Early classroom reading gains moderate shared environmental influences on reading comprehension in adolescence.早期课堂阅读对青少年阅读理解有中等程度的共同环境影响。
J Child Psychol Psychiatry. 2020 Jun;61(6):689-698. doi: 10.1111/jcpp.13134. Epub 2019 Oct 8.
7
Genetic influence on literacy constructs in kindergarten and first grade: evidence from a diverse twin sample.遗传对幼儿园和一年级读写能力结构的影响：来自多样化双胞胎样本的证据。
Behav Genet. 2010 Sep;40(5):591-602. doi: 10.1007/s10519-010-9368-7. Epub 2010 Jun 19.
8
From learning to read to reading to learn: substantial and stable genetic influence.从学习阅读到通过阅读来学习：强大且稳定的遗传影响。
Child Dev. 2007 Jan-Feb;78(1):116-31. doi: 10.1111/j.1467-8624.2007.00988.x.
9
Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension.青少年阅读技能以及对数字和传统读写能力的参与度作为阅读理解的预测指标
Br J Psychol. 2016 May;107(2):209-38. doi: 10.1111/bjop.12134. Epub 2015 Jun 12.
10
Examining mindset and grit in concurrent and future reading comprehension: A twin study.同时考察心态和坚毅在当前和未来阅读理解中的作用：一项双胞胎研究。
Dev Psychol. 2022 Nov;58(11):2171-2183. doi: 10.1037/dev0001425. Epub 2022 Sep 22.
引用本文的文献
1
Do Children Cause the Cognitive Stimulation they Receive? Modelling the Direction of Causality.儿童是否导致他们所接受的认知刺激？因果关系的建模。
Behav Genet. 2024 Nov;54(6):443-455. doi: 10.1007/s10519-024-10195-w. Epub 2024 Sep 10.
2
Do student differences in reading enjoyment relate to achievement when using the random-intercept cross-lagged panel model across primary and secondary school?学生在阅读享受方面的差异是否与使用随机截距交叉滞后面板模型在小学和中学的成绩有关？
PLoS One. 2023 Jun 9;18(6):e0285739. doi: 10.1371/journal.pone.0285739. eCollection 2023.
3
Literacy skills seem to fuel literacy enjoyment, rather than vice versa.读写能力似乎促进了读写享受，而不是相反。
Dev Sci. 2023 May;26(3):e13325. doi: 10.1111/desc.13325. Epub 2022 Sep 27.
4
Exploring the Genetic and Environmental Etiologies of Phonological Awareness, Morphological Awareness, and Vocabulary Among Chinese-English Bilingual Children: The Moderating Role of Second Language Instruction.探究中-英双语儿童在语音意识、形态意识和词汇方面的遗传和环境病因学：第二语言教学的调节作用。
Behav Genet. 2022 Mar;52(2):108-122. doi: 10.1007/s10519-021-10096-2. Epub 2022 Jan 12.
5
The home math environment and math achievement: A meta-analysis.家庭数学环境与数学成绩：一项元分析。
Psychol Bull. 2021 Jun;147(6):565-596. doi: 10.1037/bul0000330.
6
Multivariate genome-wide covariance analyses of literacy, language and working memory skills reveal distinct etiologies.对读写能力、语言能力和工作记忆技能进行的多变量全基因组协方差分析揭示了不同的病因。
NPJ Sci Learn. 2021 Aug 19;6(1):23. doi: 10.1038/s41539-021-00101-y.
本文引用的文献
1
Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other-A Longitudinal Study Across Grades 1 and 9.休闲阅读（但不是任何一种）和阅读理解相互支持——1 年级到 9 年级的纵向研究。
Child Dev. 2020 May;91(3):876-900. doi: 10.1111/cdev.13241. Epub 2019 Mar 30.
2
Why do children read more? The influence of reading ability on voluntary reading practices.为什么儿童阅读量更大？阅读能力对自主阅读实践的影响。
J Child Psychol Psychiatry. 2018 Nov;59(11):1205-1214. doi: 10.1111/jcpp.12910. Epub 2018 Apr 10.
3
Longitudinal Associations Among Reading-Related Skills and Reading Comprehension: A Twin Study.阅读相关技能与阅读理解之间的纵向关联：一项双胞胎研究。
Child Dev. 2018 Nov;89(6):e480-e493. doi: 10.1111/cdev.12853. Epub 2017 Jun 1.
4
Cross-Study Differences in the Etiology of Reading Comprehension: a Meta-Analytical Review of Twin Studies.阅读理解病因学的跨研究差异：双胞胎研究的元分析综述
Behav Genet. 2017 Jan;47(1):52-76. doi: 10.1007/s10519-016-9810-6. Epub 2016 Sep 14.
5
Statistical tests, P values, confidence intervals, and power: a guide to misinterpretations.统计检验、P 值、置信区间与检验效能：误解指南
Eur J Epidemiol. 2016 Apr;31(4):337-50. doi: 10.1007/s10654-016-0149-3. Epub 2016 May 21.
6
Reciprocal causation models of cognitive vs volumetric cerebral intermediate phenotypes for schizophrenia in a pan-European twin cohort.精神分裂症认知与容积性脑中间表型的互归因模型：泛欧双胞胎队列研究。
Mol Psychiatry. 2015 Nov;20(11):1386-96. doi: 10.1038/mp.2014.152. Epub 2014 Dec 2.
7
Genetics and Intervention Research.遗传学与干预研究。
Perspect Psychol Sci. 2010 Sep;5(5):557-63. doi: 10.1177/1745691610383513. Epub 2010 Oct 11.
8
The intergenerational multiple deficit model and the case of dyslexia.代际多重缺陷模型与阅读障碍案例。
Front Hum Neurosci. 2014 Jun 2;8:346. doi: 10.3389/fnhum.2014.00346. eCollection 2014.
9
The effect of parents' literacy skills and children's preliteracy skills on the risk of dyslexia.父母的读写能力和孩子的学前读写能力对诵读困难风险的影响。
J Abnorm Child Psychol. 2014 Oct;42(7):1187-200. doi: 10.1007/s10802-014-9858-9.
10
Using genetic information to test causal relationships in cross-sectional data.利用遗传信息检验横断面数据中的因果关系。
J Theor Polit. 2012 Jul;24(3):328-344. doi: 10.1177/0951629812439348.
Zotero 插件