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Evidence of phonological-based word identification deficits among children with reading difficulties

Keith Greaney and Jan Ryder
Abstract: 

Specific phonological-based deficits may hinder student’s reading progress. This study found evidence for the presence of these deficits among a sample of older pupils with reading difficulties. Some implications for teaching practices are discussed.

DOI: 
https://doi.org/10.18296/set.0622
Journal issue: 
set 2005: no. 1

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