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