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Retricted access

Research article

First published 2008-3

Measuring the Dimensions of Alphabetic Principle on the Reading Development of First Graders

Beth A. Harn, Mike Stoolmiller, David J. Chard

Journal of Learning Disabilities

Retricted access

Research article

First published 2018-12

Progress in Reading Instruction Requires a Better Understanding of the English Spelling System

Jeffrey S. Bowers, Peter N. Bowers

Current Directions in Psychological Science

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Research article

First published 2017-5

Systematic Instruction in Phoneme-Grapheme Correspondence for Students With Reading Disabilities

Gentry A. Earle, Kristin L. Sayeski

Intervention in School and Clinic

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Book review

First published 1984-4

Book Review: Principal Drugs: An Alphabetical Guide,7th Ed

Annals of Pharmacotherapy

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Research article

First published 2019-3

First and foreign language early reading abilities: The influence of musical perception

Maria Gomez-Dominguez, M. Carmen Fonseca-Mora, Francisco H. Machancoses

Psychology of Music

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Research article

First published 2000-5

Language-Based Spelling Instruction: Teaching Children to Make Multiple Connections between Spoken and Written Words

Virginia W. Berninger, Katherine Vaughan, Robert D. Abbott [...]

Learning Disability Quarterly

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Review article

First published 2000-2

Book Reviews : The Foundation of Literacy: Children's Acquisition of the Alphabetic Principle. By Brian Byrne (Hove: Psychology Press,1998). Pp. 161. Hardback,ISBN 0-96377-818- 6

Rhona Stainthorp

First Language

Retricted access

Research article

First published 2001-5

Prevention and Intervention in Beginning Reading: Two Complex Systems

Michael D. Coyne, Edward J. Kame'enui, Deborah C. Simmons

Learning Disabilities Research & Practice

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Research article

First published 2000-6

The Foundations of Literacy

Rebecca Treiman

Current Directions in Psychological Science

Open access

Review article

First published 2024-10

Characteristics of Dynamic Assessments of Word Reading Skills and Their Implications for Validity: A Systematic Review and Meta-analysis

Emily Wood, Kereisha Biggs, Monika Molnar

Sage Open

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