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Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study.
Developmental Psychology · 1997 · Vol. 33(3) · pp. 468–479
Richard K. Wagner✉Joseph K. TorgesenCarol A. RashotteSteve A. HechtTheodore A. BarkerStephen R. BurgessJohn E. DonahueTamara Garon
Reading and Literacy DevelopmentPsychologyReading (process)Phonological awarenessDevelopmental psychologyLongitudinal studyPhonologyWord processingWord recognitionMetalinguisticsWord (group theory)
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