01/06/2007 Linguistics Psychology
DOI: 10.1080/14417040601145166 SemanticScholar ID: 146525394 MAG: 2168777898

Dissecting the relationship between language skills and learning to read: Semantic and phonological contributions to new vocabulary learning in children with poor reading comprehension

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Dr. Paula Clarke

University of Leeds - Associate Professor in Psychological Approaches to Childhood and Inclusive Education

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