Effects of orthographic consistency, frequency, and letter knowledge on children's vowel spelling development

Journal of Experimental Child Psychology

Volumn 92, Issue 4, 2005, Pages 307-321

  Caravolas, Markéta C ^a   Kessler, Brett ^b   Hulme, Charles ^c   Snowling, Margaret ^c  

^a UNIVERSITY OF LIVERPOOL   (United Kingdom)

^b WASHINGTON UNIVERSITY   (United States)

^c UNIVERSITY OF YORK   (United Kingdom)

Author keywords

Consistency; Grain size; Letter knowledge; Spelling development; Vowel

Indexed keywords

ARTICLE; AWARENESS; CHILD; COGNITION; EDUCATIONAL STATUS; FEMALE; HUMAN; LINGUISTICS; MALE; PHONETICS; PRESCHOOL CHILD;

AWARENESS; CHILD; CHILD, PRESCHOOL; COGNITION; EDUCATIONAL STATUS; FEMALE; HUMANS; LINGUISTICS; MALE; PHONETICS;

EID: 28544440312     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2005.08.001     Document Type: Article

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