Impact of early phonological processing skills on reading and spelling in 
school: Evidence from the Munich longitudinal study

Schneider, Wolfgang; Näslund, Jan Carol

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Impact of early phonological processing skills on reading and spelling in school: Evidence from the Munich longitudinal study

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Näslund, Jan Carol
MPI for Psychological Research (Munich, -2003), The Prior Institutes, MPI for Human Cognitive and Brain Sciences, Max Planck Society;

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Schneider, W., & Näslund, J. C. (1999). Impact of early phonological processing skills on reading and spelling in school: Evidence from the Munich longitudinal study. In F. E. Weinert, & W. Schneider (Eds.), Individual development from 3 to 12: Findings from the Munich longitudinal study (pp. 126-147). New York, NY: Cambridge University Press.

Cite as: https://hdl.handle.net/11858/00-001M-0000-0010-BBBA-1

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