Effects of targeted interventions and of specific instructional time on reading ability in French children in grade 1
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10212-021-00566-w.pdf
Reference86 articles.
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2. Álvarez-Cañizo, M., Suárez-Coalla, P., & Cuetos, F. (2015). The role of reading fluency in children’s text comprehension. Frontiers in Psychology, 6, 1810.
3. Álvarez-Cañizo, M., Suárez-Coalla, P., & Cuetos, F. (2017). Reading prosody development in Spanish children. Reading and Writing, 31, 1–18.
4. Ardoin, S. P., Binder, K. S., Foster, T. E., & Zawoyski, A. M. (2016). Repeated versus wide reading: A randomized control design examining the impact of fluency interventions on underlying reading behavior. Journal of School Psychology, 59, 13–38.
5. Bedard, K., & Dhuey, E. (2006). The persistence of early maturity: International evidence of long-run age effects. Quarterly Journal of Economics, 121, 1437–1472. https://doi.org/10.1162/qjec.121.4.1437.
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