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Article

From learning to read to reading to learn: substantial and stable genetic influence.

Child development - 1 Jan 2000

Harlaar Nicole, Dale Philip S, Plomin Robert

Abstract excerpt

Little is known about the underlying causes and developmental patterns of stability and change in early reading abilities. In a longitudinal study of twins (n=4,291 pairs), individual differences in reading achievement assessed by teachers using U.K. National Curriculum (NC) criteria showed subst...

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Identifiers

PMID: 17328696
DOI: 10.1111/j.1467-8624.2007.00988.x

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PubMed metadata and Literature Corpus relationships. Corpus snapshot updated 2 Sept 2026. Prepared record publication-17328696-2026-09-02.2. Manifest publication-graph-cohort-2026-09-02.2.

Source receipt: PubMed via Helena Literature Corpus, retrieved 2 Sept 2026.

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