Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Translating Research Findings in Genetics of Learning Disabilities to Special Education Instruction

Translating Research Findings in Genetics of Learning Disabilities to Special Education Instruction Given a shift in the role of genetics in the context of special education, this commentary outlines advances in our understanding of genetic influences on learning disabilities. In particular, it focuses on advances that have implications for instruction and interventions conducted by special educators, and calls for broadening of the scope of professional preparation of special educators to include research findings in genetic underpinnings of learning disabilities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Mind, Brain, and Education Wiley

Translating Research Findings in Genetics of Learning Disabilities to Special Education Instruction

Erbeli, Florina
Mind, Brain, and Education , Volume 13 (2) – May 1, 2019
Download PDF
6 pages

Loading next page...
 
/lp/wiley/translating-research-findings-in-genetics-of-learning-disabilities-to-1X0G3hSP0v
Publisher
Wiley
Copyright
Journal Compilation © 2019 International Mind, Brain, and Education Society and Blackwell Publishing, Inc.
ISSN
1751-2271
eISSN
1751-228X
DOI
10.1111/mbe.12196
Publisher site
See Article on Publisher Site

Abstract

Given a shift in the role of genetics in the context of special education, this commentary outlines advances in our understanding of genetic influences on learning disabilities. In particular, it focuses on advances that have implications for instruction and interventions conducted by special educators, and calls for broadening of the scope of professional preparation of special educators to include research findings in genetic underpinnings of learning disabilities.

Journal

Mind, Brain, and Education – Wiley

Published: May 1, 2019

References

  • To wait in tier 1 or intervene immediately: A randomized experiment examining first‐grade response to intervention in reading
    Al Otaiba, S.; Connor, C. M.; Folsom, J. S.; Wanzek, J.; Greulich, L.; Schatschneider, C.; Wagner, R. K.
  • A twin study of mathematics disability
    Alarcón, M.; DeFries, J. C.; Light, J. G.; Pennington, B. F.
  • G is for genes: The impact of genetics on education and achievement
    Asbury, K.; Plomin, R.
  • The interface between genetics and psychology: Lessons from developmental dyslexia
    Bishop, D. V.
  • Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education
    Crosswaite, M.; Asbury, K.
  • Genetic and environmental influences on achievement outcomes based on family history of learning disabilities status
    Erbeli, F.; Hart, S. A.; Taylor, J.
  • Examining the etiology of reading disability as conceptualized by the hybrid model
    Erbeli, F.; Hart, S. A.; Wagner, R. K.; Taylor, J.
  • A 77‐kilobase region of chromosome 6p22. 2 is associated with dyslexia in families from the United Kingdom and from the United States
    Francks, C.; Paracchini, S.; Smith, S. D.; Richardson, A. J.; Scerri, T. S.; Cardon, L. R.; Fisher, S. E.
  • Parental education moderates genetic influences on reading disability
    Friend, A.; DeFries, J. C.; Olson, R. K.
  • Genetic influences on early word recognition abilities and disabilities: A study of 7‐year‐old twins
    Harlaar, N.; Spinath, F. M.; Dale, P. S.; Plomin, R
  • Precision education initiative: Moving toward personalized education
    Hart, S. A.
  • Genetic influences on language, reading, and mathematics skills in a national sample: An analysis using the National Longitudinal Survey of youth
    Hart, S. A.; Petrill, S. A.; Dush, C. M.
  • Generalist genes and learning disabilities: A multivariate genetic analysis of low performance in reading, mathematics, language and general cognitive ability in a sample of 8,000 12‐year‐old twins
    Haworth, C.; Kovas, Y.; Harlaar, N.; Hayiou‐Thomas, M. E.; Petrill, S. A.; Dale, P. S.; Plomin, R.
  • Genetic influences on reading difficulties in boys and girls: The Colorado Twin Study
    Hawke, J. L.; Wadsworth, S. J.; DeFries, J. C.
  • Developmental disorders of language learning and cognition
    Hulme, C.; Snowling, M. J.
  • The role of reading disability risk and environmental protective factors in students' reading fluency in Grade 4
    Kiuru, N.; Lerkkanen, M. K.; Niemi, P.; Poskiparta, E.; Ahonen, T.; Poikkeus, A. M.; Nurmi, J. E.
  • The genetic and environmental origins of learning abilities and disabilities in the early school years
    Kovas, Y.; Haworth, C. M.; Dale, P. S.; Plomin, R.; Weinberg, R. A.; Thompson, J. M.; Fischer, K. W.
  • Learning abilities and disabilities: Generalist genes, specialist environments
    Kovas, Y.; Plomin, R.
  • Shared reading interaction in families with and without genetic risk for dyslexia: Implications for toddlers' language development
    Laakso, M. L.; Poikkeus, A. M.; Lyytinen, P.
  • Gene discovery and polygenic prediction from a genome‐wide association study of educational attainment in 1.1 million individuals
    Lee, J. J.; Wedow, R.; Okbay, A.; Kong, E.; Maghzian, O.; Zacher, M.; Fontana, M. A.
  • Comorbidity of reading and mathematics disabilities: Genetic and environmental etiologies
    Light, J. G.; DeFries, J. C.
  • A twin study of teacher‐reported mathematics performance and low performance in 7‐year‐olds
    Oliver, B.; Harlaar, N.; Hayiou Thomas, M. E.; Kovas, Y.; Walker, S. O.; Petrill, S. A.; Plomin, R.
  • The science of reading: A handbook
    Pennington, B. F.; Olson, R. K.
  • Top 10 replicated findings from behavioral genetics
    Plomin, R.; DeFries, J. C.; Knopik, V. S.; Neiderhiser, J. M.
  • The new genetics of intelligence
    Plomin, R.; Stumm, S.
  • The paradox of intelligence: Heritability and malleability coexist in hidden gene–environment interplay
    Sauce, B.; Matzel, L. D.
  • Preschool literacy experience and later reading achievement
    Scarborough, H. S.; Dobrich, W.; Hager, M.
  • How people make their own environments: A theory of genotype → environment effects
    Scarr, S.; McCartney, K.
  • Predicting educational achievement from DNA
    Selzam, S.; Krapohl, E. V.; Von Stumm, S.; O'Reilly, P. F.; Rimfeld, K.; Kovas, Y.; Plomin, R.
  • Early identification and interventions for dyslexia: A contemporary view
    Snowling, M. J.
  • Annual research review: The nature and classification of reading disorders—A commentary on proposals for DSM‐5
    Snowling, M. J.; Hulme, C.
  • Children's reading impairments: From theory to practice
    Snowling, M. J.; Hulme, C.
  • Oral language deficits in familial dyslexia: A meta‐analysis and review
    Snowling, M. J.; Melby‐Lervåg, M.
  • Polymorphisms in the dopamine receptor 2 gene region influence improvements during working memory training in children and adolescents
    Söderqvist, S.; Matsson, H.; Peyrard‐Janvid, M.; Kere, J.; Klingberg, T.
  • Myths in psychology and education regarding the gene‐environment debate
    Sternberg, R. J.; Grigorenko, E. L.
  • What can the study of genetics offer to educators?
    Thomas, M. S.; Kovas, Y.; Meaburn, E. L.; Tolmie, A.
  • Developmental dyslexia: Predicting individual risk
    Thompson, P. A.; Hulme, C.; Nash, H. M.; Gooch, D.; Hayiou‐Thomas, E.; Snowling, M. J.