Literacy outcomes for students with speech impairment: long-term follow up
Background: Theoretical and empirical support now exists for the finding that many children with expressive phonological impairment experience problems in acquiring phonological awareness and early literacy skills. Few studies, however, have examined the long-term academic and literacy outcomes for...
| Main Authors: | , |
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| Format: | Journal Article |
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Taylor & Francis Ltd
2004
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| Online Access: | http://hdl.handle.net/20.500.11937/46700 |