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Journal for the Study of Education and Development
Infancia y Aprendizaje
Volume 24, 2001 - Issue 3
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Original Articles

Conciencia fonémica y retraso lector: ¿Es determinante la edad en la eficacia de la intervención?

Phonemic awareness and reading disability: Does age determine the effectiveness of the intervention?

Isabel Hernández-ValleUniversidad de La Laguna
&
Juan E. JiménezUniversidad de La LagunaCorrespondence[email protected]
Pages 379-395 | Received 01 May 2000, Accepted 01 Mar 2001, Published online: 23 Jan 2014

Citations (5)

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Read on this site (2)

Manuel Soriano, Ana Miranda, Emilia Soriano, Francisco Nievas & Vicente Félix. (2011) Examining the Efficacy of an Intervention to Improve Fluency and Reading Comprehension in Spanish Children with Reading Disabilities. International Journal of Disability, Development and Education 58:1, pages 47-59.
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Alejandra Favila & Ileana Seda. (2010) La Conciencia Fonológica en niños con retraso lector: efectos de una intervención. Journal for the Study of Education and Development 33:3, pages 399-411.
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Articles from other publishers (3)

Patricia Crespo, Juan E. Jiménez, Cristina Rodríguez, Doris Baker & Yonghan Park. (2018) Differences in Growth Reading Patterns for at-Risk Spanish-Monolingual Children as a Function of a Tier 2 Intervention. The Spanish Journal of Psychology 21.
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Manuel Aguilar Villagrán, Esperanza Marchena Consejero, José I. Navarro Guzmán, Inmaculada Menacho Jiménez & Concepción Alcalde Cuevas. (2011) Niveles de dificultad de la conciencia fonológica y aprendizaje lector. Revista de Logopedia, Foniatría y Audiología 31:2, pages 96-105.
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Emilio Sanchez, José-Ricardo GarciaAntonio-José Gonzalez. (2016) Can Differences in the Ability to Recognize Words Cease to Have an Effect Under Certain Reading Conditions?. Journal of Learning Disabilities 40:4, pages 290-305.
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