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X Demographics
Mendeley readers
Attention Score in Context
| Title |
Genetic and Environmental Influences on Vocabulary and Reading Development
|
|---|---|
| Published in |
Scientific Studies of Reading, January 2011
|
| DOI | 10.1080/10888438.2011.536128 |
| Pubmed ID | |
| Authors |
Richard K. Olson, Janice M. Keenan, Brian Byrne, Stefan Samuelsson, William L. Coventry, Robin Corley, Sally J. Wadsworth, Erik G. Willcutt, John C. DeFries, Bruce F. Pennington, Jacqueline Hulslander |
| Abstract |
Genetic and environmental relations between vocabulary and reading skills were explored longitudinally from preschool through grades 2 and 4. At preschool there were strong shared-environment and weak genetic influences on both vocabulary and print knowledge, but substantial differences in their source. Separation of etiology for vocabulary and reading continued for word recognition and decoding through grade 4, but genetic and environmental correlations between vocabulary and reading comprehension approached unity by grade 4, when vocabulary and word recognition accounted for all of the genetic and shared environment influences on reading comprehension. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 80 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 3 | 4% |
| Greece | 1 | 1% |
| Sweden | 1 | 1% |
| Canada | 1 | 1% |
| Unknown | 74 | 93% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 14 | 18% |
| Student > Master | 9 | 11% |
| Researcher | 8 | 10% |
| Professor > Associate Professor | 8 | 10% |
| Student > Doctoral Student | 7 | 9% |
| Other | 18 | 23% |
| Unknown | 16 | 20% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 30 | 38% |
| Social Sciences | 15 | 19% |
| Linguistics | 6 | 8% |
| Neuroscience | 4 | 5% |
| Arts and Humanities | 2 | 3% |
| Other | 5 | 6% |
| Unknown | 18 | 23% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 27 November 2012.
All research outputs
#18,822,154
of 23,325,355 outputs
Outputs from Scientific Studies of Reading
#295
of 332 outputs
Outputs of similar age
#162,481
of 183,002 outputs
Outputs of similar age from Scientific Studies of Reading
#3
of 3 outputs
Altmetric has tracked 23,325,355 research outputs across all sources so far. This one is in the 11th percentile – i.e., 11% of other outputs scored the same or lower than it.
So far Altmetric has tracked 332 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 12.4. This one is in the 4th percentile – i.e., 4% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 183,002 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 5th percentile – i.e., 5% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 3 others from the same source and published within six weeks on either side of this one.