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Two-year follow-up of a code-oriented intervention for lower-skilled first-graders: the influence of language status and word reading skills on third-grade literacy outcomes
Patricia F. Vadasy, Elizabeth A. SandersVolume:
26
Language:
english
DOI:
10.1007/s11145-012-9393-4
Date:
July, 2013
File:
PDF, 666 KB
english, 2013