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“Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people”, Proceedings of the National Academy of Sciences (PNAS), vol. 119, p. e2202764119, 2022.
, “Why do children read more? The influence of reading ability on voluntary reading practices”, Journal of Child Psychology and Psychiatry, vol. 59, pp. 1205–1214, 2018.
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