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The Relation of Linguistic Awareness and Vocabulary to Word Reading and Spelling for First-Grade Students Participating in Response to Intervention

By taking a look at the relationship between phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling in a group of first-graders, this research article shows us how, even from the beginning, this group uses many different skill-sets for their reading and spelling.

Click here to learn more: The Relation of Linguistic Awareness and Vocabulary to Word Reading and Spelling for First-Grade Students Participating in Response to Intervention.

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