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The Effects of Vocabulary Intervention Based on Morphological Awareness on the Vocabulary Ability of Elementary School Students with Reading Disabilities
Hyuna Kim, Ja-Kyoung Kim
Commun Sci Disord. 2022;27(3):541-557.   Published online 2022 September 30    DOI: https://doi.org/10.12963/csd.22909

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Corrigendum to Differential Effects of the Targeted Reading Intervention for Students With Low Phonological Awareness and/or Vocabulary
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Morphological Awareness in Vocabulary Acquisition Among Chinese-Speaking Children: Testing Partial Mediation via Lexical Inference Ability
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A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students
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Effects of pre-service teachers’ receptive vocabulary knowledge on their interactive read-alouds with elementary school students
Reading and Writing. 2010;24(7):749-771   Crossref logo
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Exploring the feasibility of a classroom-based vocabulary intervention for mainstream secondary school students with language disorder
Support for Learning. 2017;32(2):110-128   Crossref logo
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Morphological Awareness and Vocabulary Development Among Kindergarteners With Different Ability Levels
Journal of Learning Disabilities. 2013;47(1):54-64   Crossref logo
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SAT Vocabulary Instruction for High School Students with Learning Disabilities
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Motivate Students With Disabilities Using Sight-Vocabulary Activities
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This metadata service is kindly provided by CrossRef from May 29, 2014. Commun Sci Disord has participated in CrossRef Text and Data Mining service since March 1, 2015.