How Word/Non-Word Length Influence Reading Acquisition in a Transparent Language: Implications for Children's Literacy and Development.

Soares, Aparecido J C; Sassi, Fernanda C; Fortunato-Tavares, Talita; Andrade, Claudia R F; Befi-Lopes, Débora M

Soares, Aparecido J C; Sassi, Fernanda C; Fortunato-Tavares, Talita; Andrade, Claudia R F; Befi-Lopes, Débora M.

Afiliación

Soares AJC; Department of Physical Therapy, Speech-Language Pathology and Audiology, and Occupational Therapy, Faculdade de Medicina, Universidade de São Paulo, Rua Cipotanea 51, São Paulo 05360-060, Brazil.
Sassi FC; Department of Physical Therapy, Speech-Language Pathology and Audiology, and Occupational Therapy, Faculdade de Medicina, Universidade de São Paulo, Rua Cipotanea 51, São Paulo 05360-060, Brazil.
Fortunato-Tavares T; Department of Speech-Language-Hearing Sciences, Lehman College, City University of New York, New York, NY 10468, USA.
Andrade CRF; Ph.D. Program in Speech-Language-Hearing Sciences, The Graduate Center, City University of New York, New York, NY 10468, USA.
Befi-Lopes DM; Department of Physical Therapy, Speech-Language Pathology and Audiology, and Occupational Therapy, Faculdade de Medicina, Universidade de São Paulo, Rua Cipotanea 51, São Paulo 05360-060, Brazil.

Children (Basel) ; 10(1)2022 Dec 26.

Article en En | MEDLINE | ID: mdl-36670600

Palabras clave

decoding skills; literacy; reading; reading development

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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: Children (Basel) Año: 2022 Tipo del documento: Article País de afiliación: Brasil

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