Learning to read changes children's phonological skills: Evidence from a latent variable longitudinal study of reading and nonword repetition

Developmental Science

Volumn 14, Issue 4, 2011, Pages 649-659

  Nation, Kate ^a   Hulme, Charles ^b  

^a UNIVERSITY OF OXFORD   (United Kingdom)

^b UNIVERSITY OF YORK   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; DYSLEXIA; GROWTH, DEVELOPMENT AND AGING; HUMAN; LANGUAGE DEVELOPMENT; LEARNING; LINGUISTICS; LONGITUDINAL STUDY; PHONETICS; READING; SPEECH;

CHILD; CHILD LANGUAGE; DYSLEXIA; GROWTH AND DEVELOPMENT; HUMANS; LANGUAGE DEVELOPMENT; LEARNING; LINGUISTICS; LONGITUDINAL STUDIES; PHONETICS; READING; SPEECH ACOUSTICS;

EID: 79959320875     PISSN: 1363755X     EISSN: 14677687     Source Type: Journal    
DOI: 10.1111/j.1467-7687.2010.01008.x     Document Type: Article

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