English phonological specificity predicts early French reading difficulty in emerging bilingual children
Author:
Funder
Social Sciences and Humanities Research Council
Publisher
Springer Science and Business Media LLC
Subject
Speech and Hearing,Education
Link
http://link.springer.com/content/pdf/10.1007/s11881-019-00188-4.pdf
Reference60 articles.
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2. Bridges, M. S., & Catts, H. W. (2011). The use of a dynamic screening of phonological awareness to predict risk for reading disabilities in kindergarten children. Journal of Learning Disabilities, 44, 330–338. https://doi.org/10.1177/0022219411407863.
3. Caffrey, E., Fuchs, D., & Fuchs, L. S. (2008). The predictive validity of dynamic assessment: A review. The Journal of Special Education, 41, 254–270. https://doi.org/10.1177/0022466907310366.
4. Catts, H. W., Petscher, Y., Schatschneider, C., Bridges, M. S., & Mendoza, K. (2009). Floor effects associated with universal screening and their impact on the early identification of reading disabilities. Journal of Learning Disabilities, 42, 163–176. https://doi.org/10.1177/0022219408326219.
5. Catts, H., Nielsen, D., Bridges, M., Liu, Y., & Bontempo, D. (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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