Erbeli, F., Hart, S.A. & Taylor, J. (in press). Longitudinal associations among reading related skills and reading comprehension: A twin study. Child Development.
Little, C.W., Hart, S.A., Quinn, J.M., Tucker-Drob, E., Taylor, J., & Schatschneider, C. (2017). Exploring the co-development of reading fluency and reading comprehension: A twin study. Child Development, 88(3), 93-945.
Little, C.W., Haughbrook, R. & Hart, S.A. (2017). Cross-study differences in the etiology of reading comprehension: A meta-analytical review of twin studies. Behavior Genetics, 47(1), 52-76.
Hart, S.A., Logan, J.A.R., Thompson, L.A., Kovas, Y., McLoughlin, G. & Petrill, S.A. (2016). A latent profile analysis of math achievement, numerosity, and math anxiety in twins. Journal of Educational Psychology, 108(2), 181-193.
Haughbrook, R., Hart, S.A., Schatschneider, C., & Taylor, J. (in press). Genetic and environmental influences on early literacy skills across school grade contexts. Developmental Science.
Hart, S.A. (2016). Precision education initiative: Moving towards personalized education. Mind, Brain and Education, 10(4), 209-211.