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...
| Main Authors: | , , |
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| 格式: | Journal article |
| 语言: | English |
| 出版: |
British Psychological Society
2014
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