sameAs
P40
Morphological constancy in spelling: a comparison of children with dyslexia and typically developing children.Children benefit from morphological relatedness when they learn to spell new words.Frequency analyses of prephonological spellings as predictors of success in conventional spelling.Parent-Child Conversations About Letters and Pictures.Statistical Learning, Letter Reversals, and Reading.Variation and repetition in the spelling of young children.Young children's knowledge about the spatial layout of writing.Parents' Talk About Letters With Their Young Children.Which children benefit from letter names in learning letter sounds?Instruction Matters: Spelling of Vowels by Children in England and the USYoung Children's Knowledge of the Symbolic Nature of Writing.Writing dinosaur large and mosquito small: Prephonological spellers' use of semantic informationLearning to Use an Alphabetic Writing System.How does graphotactic knowledge influence children's learning of new spellings?Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance.Do young children spell words syllabically? Evidence from learners of Brazilian Portuguese.Statistical patterns in children's early writingSimilarities Among the Shapes of Writing and Their Effects on Learning.Talking About Writing: What We Can Learn from Conversations between Parents and Their Young Children.Young children's knowledge about printed names.Vowels, syllables, and letter names: differences between young children's spelling in English and Portuguese.Learning to spell from reading: general knowledge about spelling patterns influences memory for specific words.Children use vowels to help them spell consonants.Iconicity of simple Chinese characters.Not all nonwords are alike: implications for reading development and theory.Strategic deployment of orthographic knowledge in phoneme detection.Effects of Morphology on Children's Spelling of Final Consonant ClustersParent-child conversations about literacy: a longitudinal, observational study.So Much to Read, So Little Time: How Do We Read, and Can Speed Reading Help?Letter knowledge in parent-child conversations: differences between families differing in socio-economic status.Linking the shapes of alphabet letters to their sounds: the case of HebrewIn defense of an onset-rime syllable structure for English.Common phoneme and overall similarity relations among spoken syllables: their use by children and adults.Letter Knowledge in Parent-Child ConversationsLearning to label letters by sounds or names: a comparison of England and the United States.Characteristics of Print in Books for Preschool Children.Spelling and dialect: comparisons between speakers of African American vernacular English and White speakers.Linguistic constraints on literacy development: introduction to the special issue.Early differentiation between drawing and writing in Chinese children.Phonological and graphotactic influences on spellers' decisions about consonant doubling.
P50
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P50
description
American psychologist
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Amerikaans pyschologe
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Usana psikologo
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lanavan Lamerikänik
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psicolojiste american
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psicóloga estadounidense
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psicóloga estauxunidense
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usona psikologo
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հետազոտող
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Rebecca Treiman
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Rebecca Treiman
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Rebecca Treiman
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Rebecca Treiman
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Rebecca Treiman
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Rebecca Treiman
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Rebecca Treiman
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Rebecca Treiman
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Rebecca Treiman
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Rebecca Treiman
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type
label
Rebecca Treiman
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Rebecca Treiman
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Rebecca Treiman
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Rebecca Treiman
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Rebecca Treiman
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Rebecca Treiman
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Rebecca Treiman
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Rebecca Treiman
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Rebecca Treiman
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Rebecca Treiman
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prefLabel
Rebecca Treiman
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Rebecca Treiman
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Rebecca Treiman
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Rebecca Treiman
@bar
Rebecca Treiman
@br
Rebecca Treiman
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Rebecca Treiman
@co
Rebecca Treiman
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Rebecca Treiman
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Rebecca Treiman
@da
P1006
P1015
P214
P244
P268
P269
P1006
P1015
P1153
7006746006
P1412
P21
P213
0000 0003 8471 3974
P214
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0000-0002-6819-8338
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jo2015870091
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lccn-n91111986