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Direct linkSaha, Neena M.; Del Tufo, Stephanie N.; Cutting, Laurie E. – Journal of Learning Disabilities, 2019
Learning to read relies upon the integration of phonological, orthographic, and semantic information. However, no studies have investigated how children with varying reading abilities learn phonological-orthographic (PO) and semantic aspects of novel words as a function of both learning approach (LA; e.g., learning new words in isolation or…
Descriptors: Children, Dyslexia, Reading Difficulties, Phonology
