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The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read: Combining Intervention Studies With Mediation Analyses

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Journal:
PSYCHOLOGICAL SCIENCE
Volume:
23
Issue:
6
Pages:
572-577
Publication date:
2012-01-01
ISSN:
0956-7976
URN:
uuid:a296640a-26e8-4021-b1e9-06b6e8ce3e45
Source identifiers:
445300
Local pid:
pubs:445300

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