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The connection between children's knowledge and use of grapho-phonic and morphemic units in written text and their learning at school

Abstract:

Background: Most psychologists who study children's reading assume that their hypotheses are relevant to children's success at school. This assumption is rarely tested. Aims: The study's aims were to see whether two successful measures of the processes underlying children's learning to read and write are related to their success in English, science, and mathematics as measured by school assessments. Sample: Data from the Avon Longitudinal Study of Parents and Children were available for betwe...

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Publisher copy:
10.1111/bjep.12030

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Institution:
University of Oxford
Department:
Oxford, SSD, Education
Publisher:
British Psychological Society
Journal:
British Journal of Educational Psychology
Volume:
84
Issue:
2
Pages:
211-225
Publication date:
2014
DOI:
EISSN:
2044-8279
ISSN:
0007-0998
URN:
uuid:25309632-f65f-4f6f-a4fd-a98db2d4b191
Source identifiers:
466946
Local pid:
pubs:466946

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