Performance in Sound-Symbol Learning Predicts Reading Performance 3 Years Later.

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第一作者： Josefine,Horbach

第一单位： Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics, Medical School, RWTH Aachen University, Aachen, Germany.

作者： Josefine,Horbach ^[1] ; Kathrin,Weber ^[2] ; Felicitas,Opolony ^[2] ; Wolfgang,Scharke ^[1] ; Ralph,Radach ^[3] ; Stefan,Heim ^[4] ; Thomas,Günther ^[5]

作者单位： Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics, Medical School, RWTH Aachen University, Aachen, Germany. ^[1] Department of Neurology, Medical Faculty, RWTH Aachen University, Aachen, Germany. ^[2] Allgemeine und Biologische Psychologie, Bergische Universität Wuppertal, Wuppertal, Germany. ^[3] Department of Psychiatry, Psychotherapy and Psychosomatics, Medical Faculty, RWTH Aachen University, Aachen, Germany. ^[4] Research Centre Jülich, Institute of Neuroscience and Medicine (INM-1), Jülich, Germany. ^[5] Faculty of Health, Zuyd University, Heerlen, Netherlands. ^[6]

关键词 dynamic test letter knowledge longitudinal study predictors of reading sound-symbol learning

DOI 10.3389/fpsyg.2018.01716

PMID 30258391

发布时间 2020-10-01

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Frontiers in psychology

2018年9卷

1716页

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Performance in Sound-Symbol Learning Predicts Reading Performance 3 Years Later.

Frontiers in psychology

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Performance in Sound-Symbol Learning Predicts Reading Performance 3 Years Later.

Frontiers in psychology

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Frontiers in psychology

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