Individual Differences in Leveraging Regularity in Emergent L2 Readers in Rural Côte d’Ivoire-Reference-Cited by-同舟云学术

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Individual Differences in Leveraging Regularity in Emergent L2 Readers in Rural Côte d’Ivoire

Published:2024-02-15 Issue:4 Volume:28 Page:391-410
ISSN:1088-8438
Container-title:Scientific Studies of Reading
language:en
Short-container-title:Scientific Studies of Reading

Author:

Brice Henry¹^ORCID,Zinszer Benjamin²^ORCID,Kablan Danielle³,Tanoh Fabrice⁴^ORCID,Nana Konan N. N³,Jasińska Kaja K¹^ORCID

Affiliation:

1. Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada

2. Psychology, Swarthmore College, Swarthmore, Pennsylvania, USA

3. Sociology, Université Félix Houphouët-Boigny, Abidjan, Côte d’Ivoire

4. Sociology, University Péléfero Gon Coulibaly, Korhogo, Côte d’Ivoire

Funder

Jacobs Foundation

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/10888438.2024.2317934

Reference78 articles.

1. Multiple Inference and Gender Differences in the Effects of Early Intervention: A Reevaluation of the Abecedarian, Perry Preschool, and Early Training Projects

2. Reading as Statistical Learning

3. Statistical Learning Is Related to Reading Ability in Children and Adults

4. Phonological and orthographic processing: Their roles in reading prediction

5. Effective bilingual education in Francophone West Africa: constraints and possibilities

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1. Accelerating progress towards eradicating child labour (SDG8.7) with quality education (SDG4): School quality is linked to reduced child cocoa labour in Côte d’Ivoire;Research in Comparative and International Education;2024-06-08

2. Risk and resilience factors for primary school dropout in Côte d'Ivoire;Journal of Applied Developmental Psychology;2024-05

3. Neural Activation during Phonological Processing in Primary‐School Children with Limited Reading Experience: Insights from Rural Côte d'Ivoire;Mind, Brain, and Education;2024-04-26

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