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Let's talk! An interactive intervention to support children language development
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In: Evangelou, Maria orcid:0000-0002-6728-7160 and Lake, Gillian orcid:0000-0002-4315-1971 (2019) Let's talk! An interactive intervention to support children language development. European Early Childhood Education Research Journal, 27 (2). pp. 221-240. ISSN 1350-293X (2019)
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| 22 |
Getting to the Matter of Matter: A Grounded Theory Study on How Students Navigate Texts in an Introductory Chemistry Course at a Community College in New York City
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| 23 |
Cultural Consumption and Political Thought in the Age of the American Revolution
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| 24 |
Parental Reflective Functioning and Children’s Emergent Reading Skills: ERP and longitudinal behavioral measures
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| 25 |
The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders
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| 26 |
Strong Readers’ Beginnings: Identifying the Agencies and Individuals Who Influence Reading Lives
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| 27 |
Remediating Difficulties in Learning to Read and Spell by Teaching Kindergarten Students to Listen to Composite Words and Vocally Segment the Component Phonemes
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| 28 |
Effects of Teaching Text Structure in Science Text Reading: A Study Among Chinese Middle School Students
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| 29 |
Acquisition of Reading and Intellectual Development Disorder
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In: ISSN: 0090-6905 ; EISSN: 1573-6555 ; Journal of Psycholinguistic Research ; https://hal.univ-rennes2.fr/hal-02001692 ; Journal of Psycholinguistic Research, Springer Verlag, 2019, pp.1-32 ; https://link.springer.com/article/10.1007%2Fs10936-018-9620-5 (2019)
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| 30 |
The evolution of creaky voice use in read speech by native-French and native-English speakers in tandem: a pilot study
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In: ISSN: 1278-3331 ; EISSN: 2427-0466 ; Anglophonia / Caliban - French Journal of English Linguistics ; https://hal.archives-ouvertes.fr/hal-02403941 ; Anglophonia / Caliban - French Journal of English Linguistics, Presses universitaires du Midi, 2019, Voice quality in English, ⟨10.4000/anglophonia.2005⟩ ; https://journals.openedition.org/anglophonia/2005 (2019)
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| 31 |
Perceptual features predict word frequency asymmetry across modalities.
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In: Attention, perception & psychophysics, vol 81, iss 4 (2019)
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| 32 |
A new argument for co-active parses during language comprehension.
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In: Journal of experimental psychology. Learning, memory, and cognition, vol 45, iss 7 (2019)
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An analysis of the features of words that influence vocabulary difficulty. https://www.mdpi.com/2227-7102/9/1/8
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In: Scott, Judith; Hiebert, Elfrieda; Castaneda, Ruben; & Spichtig, A. (2019). An analysis of the features of words that influence vocabulary difficulty. https://www.mdpi.com/2227-7102/9/1/8. Education Sciences. UC Santa Cruz: Retrieved from: http://www.escholarship.org/uc/item/5dg5k95n (2019)
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| 34 |
Unraveling the Contribution of Morphological Awareness to Reading: A Longitudinal Analysis of Word-Level Outcomes for Latent Profiles of Young Readers
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Irey, Robin. - : eScholarship, University of California, 2019
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| 35 |
Coping with Text Complexity in the Disciplines: Vulnerable Readers' Close Reading Practices
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| 36 |
What Makes Reading Difficult? An Investigation of the Contribution of Passage, Task, and Reader Characteristics on Item Difficulty, Using Explanatory Item Response Models
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| 37 |
The Impact of Technology and Presentation Mode on Reading Comprehension Among Blind and Sighted Individuals
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| 38 |
"A Novel of Character": Towards the Automatic Annotation of Characters in a Large Corpus of French Novels
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In: PROCEEDINGS OF THE INTERNATIONAL CONFERENCE «CORPUS LINGUISTICS–2019 ; International Conference on Corpus Linguistics 2019 ; https://hal.archives-ouvertes.fr/hal-02265134 ; International Conference on Corpus Linguistics 2019, Jun 2019, Saint Petersbourg, Russia ; https://events.spbu.ru/eventsContent/events/2019/corpora/corp_sborn.pdf (2019)
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| 39 |
Understanding Dyslexia Through Personalized Large-Scale Computational Models
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In: ISSN: 0956-7976 ; Psychological Science ; https://hal-amu.archives-ouvertes.fr/hal-02011721 ; Psychological Science, Association for Psychological Science, 2019, pp.1-10. ⟨10.1177/0956797618823540⟩ (2019)
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| 40 |
Production of the French High Vowels /i y u/ by English-Speaking Learners and French Native Speakers in a Reading Task in Tandem Language Learning
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In: Newsounds 2019 : The 9th International Symposium on the Acquisition of Second Language Speech ; https://hal.archives-ouvertes.fr/hal-02337180 ; Newsounds 2019 : The 9th International Symposium on the Acquisition of Second Language Speech, Aug 2019, Tokyo, Japan (2019)
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