Evidence for semantic involvement in regular and exception word reading in emergent readers of English. (2016)
Attributed to:
Vocabulary and reading in secondary school: Evidence from longitudinal and experimental studies
funded by
ESRC
Abstract
No abstract provided
Bibliographic Information
Digital Object Identifier: http://dx.doi.org/10.1016/j.jecp.2016.05.013
PubMed Identifier: 27416563
Publication URI: http://europepmc.org/abstract/MED/27416563
Type: Journal Article/Review
Volume: 150
Parent Publication: Journal of experimental child psychology
ISSN: 0022-0965