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Peer reviewedWimmer, Heinz; Mayringer, Heinz; Landerl, Karin – Journal of Educational Psychology, 2000
Reports on two longitudinal studies in which 3 subgroups of German-speaking children (phonological awareness deficit, naming-speed deficit, and double deficit) were assessed for reading and spelling performance three years later. Unlike findings with English-speaking children, results reveal that phonological awareness deficits did not affect…
Descriptors: Decoding (Reading), Elementary School Students, Foreign Countries, German
