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Levels of Representation in Language Development
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In: Chater, Nick; Hulme, Charles; & Monaghan, Padraic. (2005). Levels of Representation in Language Development. Proceedings of the Cognitive Science Society, 27(27). Retrieved from: http://www.escholarship.org/uc/item/6d386703 (2005)
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Abolishing the word-length effect
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In: Hulme, C, Surprenant, A, Bireta, T, Stuart, G & Neath, I 2004, 'Abolishing the word-Length effect', Journal of Experimental Psychology: Learning, Memory, and Cognition, vol. 30, no. 1, pp. 98-106, http://dx.doi.org/10.1037/0278-7393.30.1.98 (2004)
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90 |
Phonemes, rimes, vocabulary and grammatical skills as foundations of early reading development: evidence from a longitudinal study
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95 |
High- and low-frequency words are recalled equally well in alternating lists : evidence for associative effects in serial recall
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In: Hulme, C, Stuart, G, Brown, G & Morin, C 2003, 'High- and low-frequency words are recalled equally well in alternating lists: Evidence for associative effects in serial recall', Journal of Memory and Language, vol. 49, no. 4, pp.500-518, http://dx.doi.org/10.1016/S0749-596X(03)00096-2 (2003)
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97 |
The development of phonological awareness in preschool children
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98 |
High- and low-frequency words are recalled equally well in alternating lists : evidence for associative effects in serial recall
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Phoneme awareness is a better predictor of early reading skill than onset–rime awareness
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In: Hulme, C, Hatcher, P, Nation, K, Brown, A, Adams, J & Stuart, G 2002, 'Phoneme awareness is a better predictor of early reading skill than onset–rime awareness', Journal of Experimental Child Psychology, vol. 82, no. 1, pp.2-28. http://dx.doi.org/10.1006/jecp.2002.2670 (2002)
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