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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 7 results
Word Reading and Reading Comprehension: Stability, Overlap and Independence
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Betjemann, Rebecca S.; Willcutt, Erik G.; Olson, Richard K.; Keenan, Janice M.; Defries, John C.; Wadsworth, Sally J. – Reading and Writing: An Interdisciplinary Journal, 2008
Longitudinal twin data were analyzed to investigate the etiology of the stability of genetic and environmental influences on word reading and reading comprehension, as well as the stability of those influences on their relationship. Participating twin pairs were initially tested at a mean age of 10.3 years, and retested approximately five years…
Descriptors: Reading Skills, Reading Comprehension, Twins, Genetics
Etiology of Reading Difficulties as a Function of Gender and Severity
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Hawke, Jesse L.; Wadsworth, Sally J.; Olson, Richard K.; DeFries, John C. – Reading and Writing: An Interdisciplinary Journal, 2007
To test the hypothesis that the etiology of reading difficulties may differ for males and females in more severely impaired samples, reading performance data from monozygotic (MZ), same-sex dizygotic (DZ[subscript ss]), and opposite-sex dizygotic (DZ[subscript os]) twin pairs were analyzed using a model-fitting implementation of the DeFries-Fulker…
Descriptors: Severity (of Disability), Environmental Influences, Etiology, Genetics
Longitudinal Twin Study of Early Literacy Development: Preschool through Grade 1
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Byrne, Brian; Samuelsson, Stefan; Wadsworth, Sally; Hulslander, Jacqueline; Corley, Robin; DeFries, John C.; Quain, Peter; Willcutt, Erik G.; Olson, Richard K. – Reading and Writing: An Interdisciplinary Journal, 2007
Grade 1 literacy skills of twin children in Australia (New South Wales) and the United States (Colorado) were explored in a genetically sensitive design (N = 319 pairs). Analyses indicated strong genetic influence on word and nonword identification, reading comprehension, and spelling. Rapid naming showed more modest, though reliable, genetic…
Descriptors: Longitudinal Studies, Emergent Literacy, Preschool Children, Kindergarten
Preschool Twin Study of the Relation between Attention-Deficit/Hyperactivity Disorder and Prereading Skills
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Willcutt, Erik G.; Betjemann, Rebecca S.; Wadsworth, Sally J.; Samuelsson, Stefan; Corley, Robin; DeFries, John C.; Byrne, Brian; Pennington, Bruce F.; Olson, Richard K. – Reading and Writing: An Interdisciplinary Journal, 2007
Numerous studies have examined the etiology of the association between reading difficulties and attention-deficit hyperactivity disorder (ADHD) in school-age children, but little is known about the relation between prereading skills and ADHD behaviors prior to the beginning of formal reading instruction. A population-based sample of 809 pairs of…
Descriptors: Reading Difficulties, Reading Instruction, Etiology, Twins
A Twin Study of the Etiology of High Reading Ability.
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Boada, Richard; Willcutt, Erik G.; Tunick, Rachel A.; Chhabildas, Nomita A.; Olson, Richard K.; DeFries, John C.; Pennington, Bruce F. – Reading and Writing: An Interdisciplinary Journal, 2002
Examines the etiology of high reading ability in twin pairs. Suggests that reading ability and its cognitive correlates are on a continuous distribution, with both extremes of the distribution being similarly heritable. Supports the hypothesis that the same cognitive processes that are associated with dyslexia are important for the development of…
Descriptors: Cognitive Processes, Dyslexia, Elementary Education, Etiology
Reading on the Computer with Orthographic and Speech Feedback: An Overview of the Colorado Remediation Project.
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Olson, Richard K.; Wise, Barbara W. – Reading and Writing: An Interdisciplinary Journal, 1992
Presents an overview and evaluation of a computer program directed toward the remediation of children's deficits in word recognition and phonological decoding. Finds that students improved their word recognition skills and phonological decoding of nonwords. Notes that the most severely disabled readers showed the largest gains. Discusses…
Descriptors: Computer Assisted Instruction, Elementary Education, Feedback, Learning Disabilities
How Poor Readers and Spellers Use Interactive Speech in a Computerized Spelling Program.
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Wise, Barbara W.; Olson, Richard K. – Reading and Writing: An Interdisciplinary Journal, 1992
Investigates the effectiveness of two versions of a computerized spelling program designed to improve children's spelling and phonological skills. Finds that, for children 10 years or older, training with intermediate speech feedback led to greater benefits in phonological coding skills than training with word-only feedback. Finds no difference…
Descriptors: Computer Assisted Instruction, Elementary Education, Feedback, Junior High Schools