How orthographic knowledge is related to efficient word reading? Testing competing hypotheses
Author:
Funder
Philosophy and Social Science Foundation of Hunan Province
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s11145-024-10525-8.pdf
Reference92 articles.
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2. Apel, K., Diehm, E., & Apel, L. (2013). Using multiple measures of morphological awareness to assess its relation to reading. Topics in Language Disorders, 33(1), 42–56. https://doi.org/10.1097/TLD.0b013e318280f57b
3. Apel, K., Henbest, V., & Masterson, J. (2019). Orthographic knowledge: Clarifications, challenges, and future directions. Reading and Writing, 32(4), 873–889. https://doi.org/10.1007/s11145-018-9895-9
4. Araújo, S., Reis, A., Petersson, K., & Faísca, L. (2015). Rapid automatized naming and reading performance: A meta-analysis. Journal of Educational Psychology, 107(3), 868–883. https://doi.org/10.1037/edu0000006
5. Berninger, V., Abbott, R., Nagy, W., & Carlisle, J. (2010). Growth in phonological, orthographic, and morphological awareness in Grades 1 to 6. Journal of Psycholinguistic Research, 39(2), 141–163. https://doi.org/10.1007/s10936-009-9130-6
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