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Phonological awareness and mathematical difficulty: A longitudinal perspective

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Description:
A comparison of the relationship between phonological ability and eight components of informal and formal mathematics achievement for three groups of children, one group identified as typically achieving, a second group as having both poor phonology and mathematical difficulties, and the third group, as having only phonological difficulty, based on data from 82 5- through 7-year-old children in Northern Ireland
Resource Type:
Reports & Papers
Country:
Northern Ireland; United Kingdom

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