Sally J. Wadsworth

TL;DR: It is shown for general cognitive ability that, to the contrary, genetic influence increases with age, and this finding suggests new ways of thinking about the interface between nature and nurture during the school years.

TL;DR: Working memory and general processing speed, but not inhibition or the speeded naming of non-alphanumeric stimuli, are unique predictors of both word reading and comprehension, with working memory equally important for both reading abilities and processing speed more important for word reading.

TL;DR: The authors reported preliminary behaviour genetic analyses of reading and listening comprehension from The Colorado Learning Disabilities Research Center and found substantial, and significant, genetic influences on individual differences in reading comprehension in individuals with reading disabilities.

TL;DR: Longitudinal analyses showed that genetic factors evident at the preschool stage continued to affect literacy and vocabulary three years later in Grade 2, but there was also evidence of new genetic factors coming into play over the time interval, at least for literacy.

TL;DR: It is suggested that a greater variance of reading performance measures in males may account at least in part for their higher prevalence of reading difficulties as well as for the higher gender ratios that are observed in more severely impaired samples.