A 3-year longitudinal investigation of the overlap and stability of English and French word reading difficulties in French immersion children
Author:
Funder
Social Sciences and Humanities Research Council of Canada
Publisher
Springer Science and Business Media LLC
Subject
Speech and Hearing,Education
Link
https://link.springer.com/content/pdf/10.1007/s11881-022-00265-1.pdf
Reference50 articles.
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2. Betjemann, R., Willcutt, E., Olson, R., Keenan, J., DeFries, J., & Wadsworth, S. (2008). Word reading and reading comprehension: Stability, overlap and independence. Reading & Writing, 21(5), 539–558. https://doi.org/10.1007/s11145-007-9076-8
3. Cadime, I., Chaves-Sousa, S., Viana, F. L., Santos, S., Maia, J., & Ribeiro, I. (2019). Growth, stability and predictors of word reading accuracy in European Portuguese: A longitudinal study from grade 1 to grade 4. Current Psychology (New Brunswick, N.J.). https://doi.org/10.1007/s12144-019-00473-w
4. Catts, H., Hogan, T., & Fey, M. (2003). Subgrouping poor readers on the basis of individual differences in reading-related abilities. Journal of Learning Disabilities, 36(2), 151–164. https://doi.org/10.1177/002221940303600208
5. Catts, H. W., Nielsen, D. C., Bridges, M. S., Liu, Y. S., & Bontempo, D. E. (2015). Early identification of reading disabilities within an RTI framework. Journal of Learning Disabilities, 48, 281–297. https://doi.org/10.1177/0022219413498115
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