Callie W. Little
University of New England (United States)
Developmental psychologyAssociation (psychology)Mathematics educationPsychologyHeritabilityCausationTwin studyCognitive psychologyStandardized testFluencyTest (assessment)Reading comprehensionResearch designPsycINFOAttention deficit hyperactivity disorderAcademic achievementWriting skillsMathematical abilityMonozygotic twinSample (statistics)Medical educationComprehensionBehavioural geneticsNumeracyLiteracyReading (process)Quantile regressionClinical psychologyTeaching methodDifferential (mechanical device)Meta-analysis
27Publications
6H-index
101Citations
Publications 26
Newest
#1Callie W. Little (UNE: University of New England (Australia))H-Index: 6
#2Christopher J. Lonigan (FSU: Florida State University)H-Index: 73
Last. Beth M. Phillips (FSU: Florida State University)H-Index: 31
view all 3 authors...
This study investigated developmental trajectories of reading and math using latent-growth-curve analyses across multiple academic skills, measures, and multiple time periods within a single sample. Reading-related growth was marked by significant individual differences during the early elementary-school period and non-significant individual differences during the late elementary-school period. For math-related skills, non-significant individual differences were present for early math growth and...
Source
#1Sally A. Larsen (UNE: University of New England (United States))H-Index: 2
#2Callie W. Little (UNE: University of New England (United States))H-Index: 6
Last. William L. Coventry (UNE: University of New England (United States))H-Index: 21
view all 3 authors...
This research investigated whether delayed school entry was associated with higher achievement in national tests of reading and numeracy in Grades 3, 5, 7, and 9 (n = 2,823). Delayed entry was related to advantages in reading (0.14 SD) and numeracy (0.08 SD) at Grade 3, although little variance was explained (1%-2%). This slight advantage persisted for both domains in Grades 5 and 7, albeit with smaller effects. In Grade 9 there was no association between delayed entry and either reading or nume...
Source
#1Sara A. Hart (FSU: Florida State University)H-Index: 23
#2Callie W. Little (UNE: University of New England (Australia))H-Index: 6
Last. Elsje van Bergen (VU: VU University Amsterdam)H-Index: 17
view all 3 authors...
Across a wide range of studies, researchers often conclude that the home environment and children's outcomes are causally linked. In contrast, behavioral genetic studies show that parents influence their children by providing them with both environment and genes, meaning the environment that parents provide should not be considered in the absence of genetic influences, because that can lead to erroneous conclusions on causation. This article seeks to provide behavioral scientists with a synopsis...
2 CitationsSource
#1Sally A. LarsenH-Index: 2
Last. William L. CoventryH-Index: 21
view all 5 authors...
Source
#1Sally A. LarsenH-Index: 2
#2Callie W. LittleH-Index: 6
Last. William L. CoventryH-Index: 21
view all 3 authors...
Source
#1Callie W. Little (UNE: University of New England (Australia))H-Index: 6
#2Sally A. Larsen (UNE: University of New England (Australia))H-Index: 2
Last. William L. Coventry (UNE: University of New England (Australia))H-Index: 21
view all 6 authors...
The present study used a genetically-sensitive quantile regression approach to examine the relation between participation in early childhood education and care (ECEC) and subsequent school performance in literacy and numeracy at grades 3, 5, 7, and 9. The sample consisted of 1255 twin pairs (596 MZ; 659 DZ) with information on both ECEC and the National Assessment Program-Literacy and Numeracy (NAPLAN) scores from the Twin Study of NAPLAN. Results indicated variation in heritability estimates ac...
Source
#1Katrina L. Grasby (QIMR: QIMR Berghofer Medical Research Institute)H-Index: 12
#2Callie W. Little (UNE: University of New England (Australia))H-Index: 6
Last. Stefan Samuelsson (Linköping University)H-Index: 32
view all 7 authors...
Classroom-level influences on literacy skills in kindergarten through Grade 2, and on literacy and numeracy skills in Grades 3, 5, 7, and 9, were examined by comparing the similarity of twins who shared or did not share classrooms with each other. We analyzed two samples using structural equation modeling adapted for twin data. The first, Study 1, was of Australia-wide tests of literacy and numeracy, with 1,098; 1,080; 790, and 812 complete twin pairs contributing data for Grades 3, 5, 7, and 9,...
3 CitationsSource
#1Brian Byrne (UNE: University of New England (Australia))H-Index: 35
#2Callie W. Little (UNE: University of New England (Australia))H-Index: 6
view all 6 authors...
Asbury and Wai (Journal of School Choice, 2019) perform a valuable service by summarizing much available behavior–genetic research on academic achievement. However they consider that no specific po...
Source
#1Sally A. Larsen (UNE: University of New England (Australia))H-Index: 2
#2Callie W. Little (UNE: University of New England (Australia))H-Index: 6
Last. William L. Coventry (UNE: University of New England (Australia))H-Index: 21
view all 6 authors...
The Academic Development Study of Australian Twins was established in 2012 with the purpose of investigating the relative influence of genes and environments in literacy and numeracy capabilities across two primary and two secondary school grades in Australia. It is the first longitudinal twin project of its kind in Australia and comprises a sample of 2762 twin pairs, 40 triplet sets and 1485 nontwin siblings. Measures include standardized literacy and numeracy test data collected at Grades 3, 5...
Source
#1Vanessa A CahillH-Index: 1
#2John M. MalouffH-Index: 35
Last. Nicola S. SchutteH-Index: 51
view all 4 authors...
This meta-analysis evaluated the association between trait perspective taking and romantic relationship satisfaction. The study synthesized the association in 20 separate samples in a total of 18 published and unpublished studies, involving a total of 4,678 participants. The studies were completed by many different research teams, using different samples, different measures, and various correlational research designs. The results showed a significant association between trait perspective taking ...
1 CitationsSource