Assessment of Reading Precursors in Spanish-Speaking Children.

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Assessment of Reading Precursors in Spanish-Speaking Children.

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2016 nî lūn-bûn

@nan

2016年の論文

@ja

2016年論文

@yue

2016年論文

@zh-hant

2016年論文

@zh-hk

2016年論文

@zh-mo

2016年論文

@zh-tw

2016年论文

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2016年论文

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2016年论文

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name

Assessment of Reading Precursors in Spanish-Speaking Children.

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Assessment of Reading Precursors in Spanish-Speaking Children.

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Item

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Assessment of Reading Precursors in Spanish-Speaking Children.

@en

Assessment of Reading Precursors in Spanish-Speaking Children.

@nl

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Assessment of Reading Precursors in Spanish-Speaking Children.

@en

Assessment of Reading Precursors in Spanish-Speaking Children.

@nl

P1476

Assessment of Reading Precursors in Spanish-Speaking Children

@en

P2093

Alfredo Ardila

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Amelia Jiménez

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Anibal Puente

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Mónica Rosselli

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Paz Fernández

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P2860

Foundation literacy acquisition in European orthographies

Why what we teach depends on when: Grade and reading intervention modality moderate effect size.

Phonological Awareness and Rapid Automatized Naming Predicting Early Development in Reading and Spelling: Results from a Cross-Linguistic Longitudinal Study.

Rapid automatized naming (RAN) taps a mechanism that places constraints on the development of early reading fluency.

Common patterns of prediction of literacy development in different alphabetic orthographies

Specific reading retardation and working memory: a review.

Estimating the Risk of Future Reading Difficulties in Kindergarten Children: A Research-Based Model and Its Clinical Implementation.

Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies.

Orthographic depth and its impact on universal predictors of reading: a cross-language investigation.

Knowing letter names and learning letter sounds: a causal connection.

P304

E85

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P31

scholarly article

P356

10.1017/SJP.2016.92

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P478

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P50

Jesús Ma Alvarado

P577

2016-11-24T00:00:00Z

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P698

27881196

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