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Phonemes, Rhymes, and Intelligence as Predictors of Children's Responsiveness to Remedial Reading Instruction: Evidence from a Longitudinal Intervention Study

Cognitive ScienceChild LiteracyLongitudinal Intervention StudyReading ComprehensionChild LanguageLanguage DevelopmentLanguage AcquisitionCognitive DevelopmentEducationReadingLiteracy DevelopmentPsycholinguisticsReading DifficultiesLanguage StudiesReading DisabilitiesRemedial Reading InstructionLanguage Disorder