The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read: Combining Intervention Studies With Mediation Analyses

The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read: Combining Intervention Studies With Mediation Analyses

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Detalles Bibliográficos
Autores principales: Hulme, C, Bowyer-Crane, C, Carroll, J, Duff, F, Snowling, M
Formato: Journal article
Publicado: 2012
Descripción
Sumario:

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