Part of
Theories of Reading Development
Edited by Kate Cain, Donald L. Compton and Rauno K. Parrila
[Studies in Written Language and Literacy 15] 2017
► pp. 99122
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Edwards, Ashley A., Laura M. Steacy, Valeria M. Rigobon, Yaacov Petscher & Donald L. Compton
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Elleman, Amy M., Laura M. Steacy & Donald L. Compton
2019. The Role of Statistical Learning in Word Reading and Spelling Development: More Questions Than Answers. Scientific Studies of Reading 23:1  pp. 1 ff. DOI logo
Norambuena, Yeniè S., Bernardo E. Riffo & Katia L. Sáez
2022. Verbal and non-verbal analogical reasoning in the emergent literacy period: an exploratory analysis of the influence of AR modality on listening comprehension, phonological awareness and lexical skills (Razonamiento analógico verbal y no verbal en el período de alfabetización emergente: un análisis exploratorio de la influencia de modalidad de AR sobre la comprensión auditiva, la conciencia fonológica y las habilidades léxicas). Journal for the Study of Education and Development 45:2  pp. 247 ff. DOI logo
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2020. The Effects of Teaching Complex Grapheme-Phoneme Correspondences: Evidence from a Dual Site Cluster Trial with At-Risk Grade 2 Students. Scientific Studies of Reading 24:4  pp. 321 ff. DOI logo
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2019. Is Statistical Learning Ability Related to Reading Ability, and If So, Why?. Scientific Studies of Reading 23:1  pp. 64 ff. DOI logo
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2021. Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia. Child Development 92:3 DOI logo
Tibi, Sana, Ashley A. Edwards, Christopher Schatschneider & John R. Kirby
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