Current Projects
- Genetic Influences on Individual Differences in Reading & Listening Comprehension
- Component Comprehension Skills and Their Genetic Covariation
- Cognitive and Genetic Basis of Comorbidity between Comprehension Deficit Disorder, Reading Disability and ADHD
- Compensatory Mechanisms for Children with Reading Disability: Domain Knowledge Influences
- Assessment: How Test Differences Affect Both Clinical Diagnoses and Genetic Analyses of Language Deficits
Representative Publications:
Keenan, J. M., Betjemann, R. S., Wadsworth, S. J., DeFries, J. C., & Olson, R.K. (2006). Genetic and environmental influences on reading and listening comprehension. Journal of Research in Reading, 29, 79 - 91.
Keenan, J. M., & Betjemann, R. S. (2006). Comprehending the Gray Oral Reading Test without reading it: Why comprehension tests should not include passage-independent items. Scientific Studies of Reading, 10, 363 - 380.
Keenan, J. M., & Betjemann, R. S. (2007). Comprehension of single words: The role of semantics in reading and reading disability. In E. Grigorenko & A. Naples (Eds.), Single Word Reading (pp.191-210). London: Taylor & Francis.
Keenan, J. M., Betjemann, R. S., & Olson, R.K. (2008). Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading, 12, 281 - 300.
Keenan, J. M., Olson, R.K., & Betjemann, R. S. (2009). Assessment and etiology of individual differences in reading comprehension. In R. Wagner, C. Schatschneider, & C. Phythian-Sence (Eds.), Beyond decoding: The behavioral and biological foundations of reading comprehension. (pp. 227-245). New York: Guilford.
Miller, A. C., & Keenan, J. M. (2009). How word decoding skill impacts text memory: The centrality deficit and how domain knowledge can compensate. Annals of Dyslexia, 59, 99 - 113.
Olson, R. K., Keenan, J. M. (2011). Genetic and environmental influences on vocabulary and reading development from pre-kindergarten through Grade 4. Scientific Studies of Reading, 15, 26 - 46.
Priebe, S. J., Keenan, J.M., & Miller, A.C. (in press). How prior knowledge affects word identification and comprehension. Reading and Writing.
