The nature of skilled adult reading varies with type of instruction in childhood

Memory and Cognition

Volumn 37, Issue 2, 2009, Pages 223-234

  Thompson, G Brian ^a   Connelly, Vincent ^b   Fletcher Flinn, Claire M ^c   Hodson, Sheryl J ^d  

^a VICTORIA UNIVERSITY OF WELLINGTON   (New Zealand)

^b OXFORD BROOKES UNIVERSITY   (United Kingdom)

^c UNIVERSITY OF OTAGO   (New Zealand)

^d UNIVERSITY OF AUCKLAND   (New Zealand)

Author keywords

[No Author keywords available]

Indexed keywords

ACCURACY; ADULT; ARTICLE; CHILDHOOD; COGNITION; HUMAN; LINGUISTICS; PHONEME; PREDICTION; REACTION TIME; READING; SKILL; COMPARATIVE STUDY; FEMALE; LEARNING; MALE; METHODOLOGY; PHONETICS; SEMANTICS; TEACHING;

ADULT; FEMALE; HUMANS; MALE; PHONETICS; PRACTICE (PSYCHOLOGY); PSYCHOLINGUISTICS; REACTION TIME; READING; SEMANTICS; TEACHING; VERBAL LEARNING; VOCABULARY; YOUNG ADULT;

EID: 65549139792     PISSN: 0090502X     EISSN: None     Source Type: Journal    
DOI: 10.3758/MC.37.2.223     Document Type: Article

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