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Direct linkSeiler, Antonette; Leitão, Suze; Blosfelds, Mara – International Journal of Language & Communication Disorders, 2019
Background: Fluent word reading is a key characteristic of skilled reading, yet most children with reading disorders have impaired word-reading skills. Previous research has demonstrated that multi-component interventions targeting phonemic awareness and the alphabetic principle are effective for children with reading disorders. However, about 25%…
Descriptors: Decoding (Reading), Reading Difficulties, Intervention, Reading Instruction
