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

Schmitterer, Alexandra M. A.; Schroeder, Sascha

doi:10.1016/j.learninstruc.2018.09.005

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

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Schmitterer, Alexandra M. A.
Max Planck Research Group Reading Education and Development (REaD), Max Planck Institute for Human Development, Max Planck Society;

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Schroeder, Sascha
Max Planck Research Group Reading Education and Development (REaD), Max Planck Institute for Human Development, Max Planck Society;

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https://dx.doi.org/10.1016/j.learninstruc.2018.09.005
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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.

Cite as: https://hdl.handle.net/21.11116/0000-0002-91A1-3

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