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In summary, we found that multiple factors contributed to reading development, supporting multivariate models over those that prioritize single factors.
We also expected that adverse environments featuring school bullying and poor school safety and order would have strongly contributed to reading failure among readers with low proficiency, given that such environments can heighten low reading self-concept in relation to reading difficulties.
All authors contributed to reading and revising the manuscript and all have approved the final manuscript.
In other words, 63%–100% of the genetic factors influencing language abilities contributed to reading skills.
The third set (A3, C3, E3) contributed to Reading only.
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Both authors contributed to, read and approved the manuscript.
All authors have contributed to, read, modified and approved the final manuscript.
All authors contributed to read and revise the final manuscript.
The YAllní Forest Dynauthorslot is assocontributedhe Centoreadr TropicandForest Science, approved netherk ofinalge-scale demanuscripttree plots.
Both authors contributed to, read, and approved the final version.
All authors contributed to, read and accepted the final manuscript.
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