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Efficacy of a Classroom Integrated Intervention of Phonological Awareness and Word Recognition in “Double-Deficit Children” Learning a Regular Orthography
Mayer, Andreas, Motsch, Hans-JoachimVolume:
4
Language:
english
Journal:
Journal of Education and Learning
DOI:
10.5539/jel.v4n3p88
Date:
August, 2015
File:
PDF, 261 KB
english, 2015