A5001264326- Language Development and Disorders
- Reading and Literacy Development
- Genetics and Neurodevelopmental Disorders
- Cognitive and developmental aspects of mathematical skills
- Child Development and Digital Technology
- Autism Spectrum Disorder Research
- Child and Animal Learning Development
- Educational and Psychological Assessments
- Neurobiology of Language and Bilingualism
- Cognitive Abilities and Testing
- Congenital heart defects research
- Memory Processes and Influences
- Genetic Associations and Epidemiology
- Genomics and Rare Diseases
- RNA and protein synthesis mechanisms
- Child and Adolescent Psychosocial and Emotional Development
- Hemispheric Asymmetry in Neuroscience
- Family and Disability Support Research
- Early Childhood Education and Development
- Attention Deficit Hyperactivity Disorder
- Mental Health and Psychiatry
- Diverse Education Studies and Reforms
- Speech and dialogue systems
- Global Educational Reforms and Inequalities
- Hearing Impairment and Communication
University of York
2016-2025
King's College London
2004-2018
University of Kansas
2018
University of New Mexico
2018
Google (United States)
2004-2014
British Academy
2006
University of London
2005
The home literacy environment (HLE) predicts language and reading development in typically developing children; relatively little is known about its association with children at family-risk of dyslexia. We assessed the HLE age 4 years, precursor skills 5, outcomes 6, a sample dyslexia (n = 116) no risk 72). Developmental relationships between were comparable groups; an additional effect storybook exposure on phoneme awareness was observed group only. effects socioeconomic status partially...
Abstract Reading and writing are crucial life skills but roughly one in ten children affected by dyslexia, which can persist into adulthood. Family studies of dyslexia suggest heritability up to 70%, yet few convincing genetic markers have been found. Here we performed a genome-wide association study 51,800 adults self-reporting diagnosis 1,087,070 controls identified 42 independent significant loci: 15 genes linked cognitive ability/educational attainment, 27 new potentially more specific...
The use of spoken and written language is a fundamental human capacity. Individual differences in reading- language-related skills are influenced by genetic variation, with twin-based heritability estimates 30 to 80% depending on the trait. architecture complex, heterogeneous, multifactorial, but investigations contributions single-nucleotide polymorphisms (SNPs) were thus far underpowered. We present multicohort genome-wide association study (GWAS) five traits assessed individually using...
Some children learn to read accurately despite language impairments (LI). Nine‐ 10‐year‐olds were categorized as having LI only ( n = 35), dyslexia (DX) 73), + DX 54), or typically developing (TD; 176). The LI‐only group had mild moderate deficits in reading comprehension. They similar the on most measures, but rapid serial naming was superior and comparable TD. For a subset of seen at 4 6 years, early phonological skills equally poor those later classified DX. Poor need not hinder...
Background Causal theories of dyslexia suggest that it is a heritable disorder, which the outcome multiple risk factors. However, whether early screening for viable not yet known. Methods The study followed children at high from preschool through primary years assessing them age 3 and 6 months (T1) approximately annual intervals on tasks tapping cognitive, language, executive‐motor skills. were recruited to three groups: family dyslexia, with concerns regarding speech, language development...
The present study is the first long-term longitudinal examination of etiology individual differences in language from early childhood through to adolescence. We applied a multivariate latent factor genetic model data Twins Early Development Study order (a) compare magnitude and environmental influences on skills (2, 3 4 years), middle (7, 9 10 adolescence (12 years); (b) determine what extent same factors underlie variation at these three stages development. found that while shared appear be...
We followed children at family risk of dyslexia and with preschool language difficulties from age 3½, comparing them controls ( N = 234). At 8, were classified as having or Developmental Language Disorder (DLD) compared earlier time points controls. Children have specific phonology emergent reading skills in the period, whereas DLD, without dyslexia, show a wider range impairments including significant problems executive motor tasks. For both are generally more severe than those observed DLD...
Background Reading comprehension draws on both decoding and linguistic comprehension, poor reading can be the consequence of a deficit in either these skills. Methods Using outcome data from longitudinal Wellcome Language Project, we identified three groups children at age 8 years: with dyslexia ( N = 21) who had deficits but not oral language, Developmental Disorder (DLD; 38) whose skills were normal range, met criteria for DLD 29). Results All difficulties ages 9 years relative to TD...
Background This study considers the role of early speech difficulties in literacy development, context additional risk factors. Method Children were identified with sound disorder (SSD) at age 3½ years, on basis performance Diagnostic Evaluation Articulation and Phonology. Their skills assessed start formal reading instruction (age 5½), using measures phoneme awareness, word‐level spelling; 3 years later 8), reading, spelling comprehension. Results The presence SSD conferred a small but...
Heritability estimates for specific language impairment (SLI) have been inconsistent. Four twin studies reported heritability of 0.5 or more, but a recent report from the Twins Early Development Study found negligible genetic influence in 4‐year‐olds. We considered whether method ascertainment influenced results and substantially higher if SLI was defined terms referral to speech pathology services than by test scores. Further analysis showed that presence difficulties played major role...
Abstract Quantitative and molecular genetic research requires large samples to provide adequate statistical power, but it is expensive test in person, especially when the participants are widely distributed geographically. Increasing access inexpensive fast Internet connections makes possible efficiently economically online. Reliability validity of testing for cognitive ability have not been previously reported; these issues pertinent children. We developed versions reading, language,...
The genetic and environmental etiologies of diverse aspects language ability disability, including articulation, phonology, grammar, vocabulary, verbal memory, were investigated in a U.K. sample 787 pairs 4.5‐year‐old same‐sex opposite‐sex twins. Moderate influence was found for all the normal range. A similar pattern at low end distribution with exception two receptive measures. Environmental mainly due to nonshared factors, unique individual, little from shared environment most Genetic...
Language impairments are a characteristic feature of autism and related spectrum disorders (ASDs). Autism is also highly heritable one the most promising candidate genes implicated in its pathogenesis contactin-associated protein-like 2 (CNTNAP2), gene associated with language impairment. In current study we investigated functional effects variants CNTNAP2 impairment (rs7794745 rs2710102; presumed risk alleles T C, respectively) healthy individuals using magnetic resonance imaging (fMRI)...
Background: Our previous investigation found that the same genes influence poor reading and mathematics performance in 10‐year‐olds. Here we assess whether this finding extends to language general cognitive disabilities, as well replicating earlier for an older larger sample. Methods: Using a representative sample of 4000 pairs 12‐year‐old twins from UK Twins Early Development Study, investigated genetic environmental overlap between internet‐based batteries ability tests addition bottom 15%...
There are well-established correlations between parental input style and child language development, which have typically been interpreted as evidence that the causes, or influences rate of, changes in language. We present from a large twin study (TEDS; 8395 pairs for this report) there also likely to be both child-to-parent effects shared genetic on parent child. Self-reported at age 3 4 was aggregated into an 'informal stimulation' factor 'corrective feedback' each age; former positively...
Abstract Relations between mind-mindedness (assessed using the describe-your-child interview) and stress were investigated in parents of children with developmental disorders (ADHD, n = 51, ASD, 23, Down’s Syndrome, 38, 22q11.2 Deletion 22q11.2DS, 32) typically-developing (n 89). Mind-mindedness did not differ across diagnostic groups, predicted parenting groups. Parenting was lowest Syndrome Across all mind-minded positive descriptions lower stress, negative higher stress. In disorder...
The authors' investigated the etiology of low mathematics performance in 7-year-olds context normal variation. lowest 15% were selected from a representative U.K. sample 2,178 same-sex twin pairs rated by their teachers according to National Curriculum criteria 3 domains mathematics. Model-fitting analyses and yielded remarkably similar results. heritability estimate for teacher-reported composite is .66, whereas group .65. These results are consistent with hypothesis that same genetic...
Language acquisition is predictive of successful reading development, but the nature this link poorly understood.A sample 7,179 twin pairs was assessed on parent-report measures syntax and vocabulary at ages 2, 3, 4 years teacher assessments achievement (RA) 7, 9, 10 years. These were used to construct latent factors early language ability (LA) RA in structural equation model-fitting analyses.The phenotypic correlation between LA (r = .40) primarily due shared environmental influences that...
Purpose To examine the etiology of relationship between preschool speech and language, later reading skills. Method One thousand six hundred seventy-two children from Twins Early Development Study (B. R. Oliver & Plomin, 2007) were given a comprehensive language assessment at 4½ years. Reading was assessed 7, 9, 10 Twin analyses applied to data assess contributions genetic environmental factors longitudinal relationships reading, reading. Results Phenotypically, there is moderate stable...
To examine the later development of language and literacy children who had delayed at age 2 but were in normal range 4.Longitudinal data analyzed from 3,598 pairs twins participating Twins Early Development Study (TEDS). Six hundred thirty-three (8.8%) based on parent-reported expressive vocabulary, these, 373 (59.0%) classified as recovered 4-year measures. Each 4-year-old was matched gender, zygosity to another without a history early delay.Although group below mean for total TEDS sample...
Multivariate genetic analysis was used to examine the and environmental aetiology of interrelationships diverse linguistic skills. This study data from a large sample 4 1/2-year-old twins who were tested on measures assessing articulation, phonology, grammar, vocabulary, verbal memory. Phenotypic suggested two latent factors: articulation (2 measures) general language (the remaining 7), model incorporating these factors provided good fit data. Almost all shared influences 9 acted through...
D. V. M. Bishop and J. Snowling (2004) proposed that 2 dimensions of language are required to conceptualize the relationship between dyslexia specific impairment: phonological skills wider beyond phonology (grammatical, semantic, pragmatic skills). In this article, we discuss commonalities reading disorders within context a model development posits critical foundation for learning read. Children with impairment typically share continuity risk decoding deficits in can be traced problems,...