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  Effects of reading and spelling predictors before and after school entry: Evidence from a German longitudinal study

Schmitterer, A. M. A., & Schroeder, S. (2019). Effects of reading and spelling predictors before and after school entry: Evidence from a German longitudinal study. Learning and Instruction, 59, 46-53. doi:10.1016/j.learninstruc.2018.09.005.

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Item Permalink: https://hdl.handle.net/21.11116/0000-0002-91A1-3 Version Permalink: https://hdl.handle.net/21.11116/0000-000B-C2AA-A
Genre: Journal Article

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id10007955.pdf (Publisher version), 759KB
 
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https://dx.doi.org/10.1016/j.learninstruc.2018.09.005 (Publisher version)
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 Creators:
Schmitterer, Alexandra M. A.1, Author           
Schroeder, Sascha1, Author                 
Affiliations:
1Max Planck Research Group Reading Education and Development (REaD), Max Planck Institute for Human Development, Max Planck Society, ou_2074296              

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Language(s): eng - English
 Dates: 2019
 Publication Status: Issued
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 Rev. Type: Peer
 Identifiers: DOI: 10.1016/j.learninstruc.2018.09.005
Other: alg:id10007955
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Title: Learning and Instruction
Source Genre: Journal
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Pages: - Volume / Issue: 59 Sequence Number: - Start / End Page: 46 - 53 Identifier: -