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Download full textMayer, Andreas; Motsch, Hans-Joachim – Journal of Education and Learning, 2015
This study analysed the effects of a classroom intervention focusing on phonological awareness and/or automatized word recognition in children with a deficit in the domains of phonological awareness and rapid automatized naming ("double deficit"). According to the double-deficit hypothesis (Wolf & Bowers, 1999), these children belong…
Descriptors: Foreign Countries, Phonological Awareness, Word Recognition, Naming
