Segmentation, not rhyming, predicts early progress in learning to read

Journal of Experimental Child Psychology

Volumn 71, Issue 1, 1998, Pages 3-27

  Muter, Valerie ^a,b   Hulme, Charles ^c   Snowling, Margaret ^c   Taylor, Sara ^a  

^a UNIVERSITY COLLEGE LONDON   (United Kingdom)

^b UNIVERSITY OF YORK   (United Kingdom)

^c NONE

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; ARTICLE; ASSOCIATION; AWARENESS; CHILD; FACTORIAL ANALYSIS; HUMAN; LANGUAGE DEVELOPMENT; LONGITUDINAL STUDY; MATHEMATICS; PHONETICS; PHYSIOLOGY; PRESCHOOL CHILD; READING; REGRESSION ANALYSIS; SPEECH PERCEPTION;

ACHIEVEMENT; ASSOCIATION; AWARENESS; CHILD; CHILD, PRESCHOOL; FACTOR ANALYSIS, STATISTICAL; HUMANS; LANGUAGE DEVELOPMENT; LONGITUDINAL STUDIES; MATHEMATICS; PHONETICS; READING; REGRESSION ANALYSIS; SPEECH PERCEPTION;

EID: 0032176579     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1006/jecp.1998.2453     Document Type: Article

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