Phonological skills and their role in learning to read: A meta-analytic review.
Year: 2012
Type: article
Study designs: Systematic Review, Meta-Analysis
Source: Psychological Bulletin
DOI: 10.1037/a0026744
Institutions: University of Oslo, University College London
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
OpenAlex ID: W2035480835