The connection between children's knowledge and use of grapho-phonic and morphemic units in written text and their learning at school
Background: Most psychologists who study children's reading assume that their hypotheses are relevant to children's success at school. This assumption is rarely tested. Aims: The study's aims were to see whether two successful measures of the processes underlying children's learn...
| 主要な著者: | , , |
|---|---|
| フォーマット: | Journal article |
| 言語: | English |
| 出版事項: |
British Psychological Society
2014
|
Search Result 1