By Martin Turner (Editor), John Rack (Editor)

ISBN-10: 0306485346

ISBN-13: 9780306485343

ISBN-10: 0306485354

ISBN-13: 9780306485350

The examine of Dyslexia goals to make quite a number examine views to be had and obtainable in one position. not just does it introduce vital learn findings that could be surprising to many, it additionally integrates them in a much-needed synthesis of data from various contributing disciplines. considering that every body prefers to appreciate what they're doing, this theoretical account of the real components in dyslexia should be of curiosity and relevance to the various pros working towards during this box.

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Smith, S. D. et al. (1997). Colorado Learning Disabilities Research Center. Learning Disability Quarterly, 7–8, 19. DeFries, J. , & Fulker, D. W. (1985). Multiple regression analysis of twin data. Behavior Genetics, 15, 467–473. DeFries, J. , Gillis, J. , & Wadsworth, S. J. (1993). Genes and genders: A twin study of reading disability. In A. M. ), Dyslexia and development: Neurobiological aspects of extra-ordinary brains (pp. 187–204). Cambridge, MA: Harvard University Press. Dunn, L. , & Markwardt, F.

The results indicated that there were significant common genetic effects on group deficits in all the measures, but there was also evidence of some independent genetic effects on each measure. Shared and independent genetic effects on individual differences in each of the measures have recently been confirmed in both normal and reading disabled groups using appropriate factor models (Gayan & Olson, 2003). The partial genetic independence of phonological and orthographic skills is of particular interest to researchers who study individual differences or subtypes within the reading disabled population, and who wonder about the role of genes and environment in these differences (cf.

Bivariate DF Analyses for Shared Genetic Influence across Skills Bivariate DF analyses were employed by Olson et al. (1994) and Gayan and Olson (2001) to assess the degree of common genetic influence on the shared variance among deficits in the above measures: The question was, to what degree are the group deficits in the measures due to the same or different genetic influences? The results indicated that there were significant common genetic effects on group deficits in all the measures, but there was also evidence of some independent genetic effects on each measure.

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The Study of Dyslexia by Martin Turner (Editor), John Rack (Editor)


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