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Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors
ARTICLE

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Learning and Instruction Volume 19, Number 6, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

We examined whether the effect that different non-cognitive and cognitive factors have on reading acquisition varies as a function of orthographic consistency. Canadian (

Citation

Manolitsis, G., Georgiou, G., Stephenson, K. & Parrila, R. (2009). Beginning to read across languages varying in orthographic consistency: Comparing the effects of non-cognitive and cognitive predictors. Learning and Instruction, 19(6), 466-480. Elsevier Ltd. Retrieved September 24, 2021 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2008.07.003

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