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Meree Reynolds, Jennifer Buckingham, Alison Madelaine, Sarah Arakelian, Nicola Bell, Simmone Pogorzelski, Robyn Wheldall & Kevin Wheldall. (2021) What we have learned: implementing MiniLit as an intervention with young struggling readers. Australian Journal of Learning Difficulties 26:2, pages 113-125.
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Susan Rvachew, Dahlia Thompson & Rajib Dey. (2020) Can technology help close the gender gap in literacy achievement? Evidence from boys and girls sharing eBooks. International Journal of Speech-Language Pathology 22:3, pages 290-301.
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Teresa M. Ober, Patricia J. Brooks, Jan L. Plass & Bruce D. Homer. (2019) Distinguishing Direct and Indirect Effects of Executive Functions on Reading Comprehension in Adolescents. Reading Psychology 40:6, pages 551-581.
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Articles from other publishers (3)
Anna Louise Taylor, Samuel David Calder, Simmone Pogorzelski & Lauren Koch. (2021) A preliminary evaluation of a manualised intervention to improve early literacy skills in children with Developmental Language Disorder. Child Language Teaching and Therapy 37:3, pages 321-336.
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Elisabetta De Simone, Elisabeth Beyersmann, Claudio Mulatti, Jonathan Mirault & Xenia Schmalz. (2021) Order among chaos: Cross-linguistic differences and developmental trajectories in pseudoword reading aloud using pronunciation Entropy. PLOS ONE 16:5, pages e0251629.
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Linda J. Graham, Sonia L. J. White, Haley A. Tancredi, Pamela C. Snow & Kathy Cologon. (2020) A longitudinal analysis of the alignment between children’s early word-level reading trajectories, teachers’ reported concerns and supports provided. Reading and Writing 33:8, pages 1895-1923.
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