Support systems for poor readers: empirical data from six EU member states. - Wikidata - wikimedia - TriplyDB

Support systems for poor readers: empirical data from six EU member states.

Support systems for poor readers: empirical data from six EU member states.

http://www.wikidata.org/entity/Q33628501

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Predictors of developmental dyslexia in European orthographies with varying complexity.Early Identification of Reading Difficulties: A Screening Strategy that Adjusts the Sensitivity to the Level of Prediction Accuracy.

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Support systems for poor readers: empirical data from six EU member states.

http://www.wikidata.org/entity/Q33628501

description

2010 nî lūn-bûn

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2010 թուականի Յուլիսին հրատարակուած գիտական յօդուած

@hyw

2010 թվականի հուլիսին հրատարակված գիտական հոդված

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2010年の論文

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2010年論文

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2010年論文

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2010年論文

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2010年論文

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2010年論文

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2010年论文

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name

Support systems for poor readers: empirical data from six EU member states.

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Support systems for poor readers: empirical data from six EU member states.

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type

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Support systems for poor readers: empirical data from six EU member states.

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Support systems for poor readers: empirical data from six EU member states.

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Support systems for poor readers: empirical data from six EU member states.

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Support systems for poor readers: empirical data from six EU member states.

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Journal of Learning Disabilities

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Support systems for poor readers: empirical data from six EU member states.

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P2093

Alexandra Reis

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Anne Puolakanaho

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Anniek Vaessen

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Daisy Bertrand

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Elena Ise

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Heikki Lyytinen

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Johannes C Ziegler

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Leo Blomert

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Luís Faísca

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Nina L Saine

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P2860

Foundation literacy acquisition in European orthographies

Severity of emotional and behavioral problems among poor and typical readers.

Suicidality, school dropout, and reading problems among adolescents.

Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory.

Becoming literate in different languages: similar problems, different solutions.

Are reading and behavior problems risk factors for each other?

Naming-speed processes, timing, and reading: a conceptual review.

Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study.

Annotation: long-term outcomes of developmental reading problems.

Phonological recoding and self-teaching: sine qua non of reading acquisition.

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228-245

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scholarly article

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10.1177/0022219410374235

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3

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44

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Gerd Schulte-Körne

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2010-07-08T00:00:00Z

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45113908

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20616370

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