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Name-writing proficiency, not length of name, is associated with preschool children’s emergent literacy skills
The goals of this study were twofold: first, to examine whether preschool children’s name-writing proficiency differentiated them on other emergent reading and writing tasks, and second, to examine the effect of name length on preschool children’s emergent literacy skills including alphabet knowledg...
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| Main Authors: | , |
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| Formato: | Artigo |
| Idioma: | Inglês |
| Publicado em: |
2011
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| Assuntos: | |
| Acesso em linha: | https://ncbi.nlm.nih.gov/pmc/articles/PMC3328802/ https://ncbi.nlm.nih.gov/pubmed/22523450 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1016/j.ecresq.2011.09.003 |
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