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Educational outcomes for children with Rapid Automatized Naming (RAN) difficulties at primary: a long-term follow-up at GCSE level (2012)

First Author: Powell D.A.

Attributed to: Investigating orthographic processes and their relation to reading in children with rapid automatized naming deficits. funded by ESRC

Abstract

No abstract provided

Bibliographic Information

Type: Conference/Paper/Proceeding/Abstract

Parent Publication: British Psychological Society Education Section Conference