Neurocognitive mechanisms of learning to read: print tuning in beginning readers related to word-reading fluency and semantics but not phonology
Author:
Affiliation:
1. Department of Psychology; Division of Cognitive Neuroscience; University of Zurich; Switzerland
2. Neuroscience Center Zurich; University of Zurich and ETH Zurich; Switzerland
Funder
Swiss National Science Foundation
Publisher
Wiley
Subject
Cognitive Neuroscience,Developmental and Educational Psychology
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