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ABSTRACT— Despite several decades of research suggesting the importance of both genetic and environmental factors, these findings are not well integrated into the larger educational literature. Following a discussion of quantitative and molecular genetic methods, this article reviews behavioral...
ABSTRACT — Our understanding of the causes of a developmental disorder like dyslexia has received recent input from both neuroscience and genetics. The discovery of 4 candidate genes for dyslexia and the identification of neuronal networks engaged when children read and spell are the basis for...
ABSTRACT— Twin‐study research suggests that many (but not all) of the same genes contribute to genetic influence on diverse learning abilities and disabilities, a hypothesis called generalist genes. This generalist genes hypothesis was tested using a set of 10 DNA markers (single nucleotide...
ABSTRACT— The majority of children who receive special education services meet criteria for reading disability (RD) or attention‐deficit/hyperactivity disorder (ADHD), but additional research is needed to understand the long‐term academic outcome of children in these groups. Individuals with RD...
ABSTRACT— The present article offers comments on the infusion of methodologies, approaches, reasoning strategies, and findings from the fields of genetics and genomics into studies of complex human behaviors (hereafter, complex phenotypes). Specifically, I discuss issues of generality and...
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