Sentence examples for reading factors from inspiring English sources

Past studies have indicated moderate genetic effects on language factors, and moderate to strong genetic influences on reading factors, even though these factors represented various facets of language- or reading-related skills (e.g. Colledge et al., 2002; Harlaar et al., 2008; Hohnen & Stevenson, 1999).

The variable was tested in the model and was set to influence the two reading factors.

However, one distinct exception occurred on the school level, where the Norwegian and Swedish reading factors related to the 2DIG_READ variable differed considerably.

The manifest independent variables 2PRESSURE and 2SCHOOL_TYPE were set to influence the two reading factors 2Overall reading and 2Unique digital reading.

In this baseline model, variation due to gender differences was found to affect not only performance due to the reading factors but also performance of one of the observed aspects (T_INTEGRATE) directly.

The Norwegian model showed no effect of school type on either of the two reading factors, whereas it had a significant effect of 0.35 on 2Overall reading but not on 2Unique digital reading for Sweden.

No significant influence on the digital reading factor in the two countries was found.

No significant relation was found between economic capital and the nested digital reading factor in either of the countries.

The variable PRESSURE influenced the overall reading factor for Norway but had no effect in the Swedish model.

A second factor, Unique digital reading, was introduced, nested within the Overall reading factor and assumed to underlie digital reading performance.

For Sweden, however, school type was related to the Overall reading factor on school level, a relationship that did not exist in the Norwegian data.