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Consistency of Reading-Related Phonological Processes Throughout Early Childhood: Evidence From Longitudinal–Correlational and Instructional Studies

Joseph K. Torgesen

Stephen R. Burgess

Florida State University

In this chapter, we address a question of central importance in understanding individual differences in the ease with which children learn to read. We take as a starting point the widely accepted observation that the critical problem for most children with serious reading disabilities involves learning accurate and fluent word identification skills (Rack, Snowling, & Olson, 1992; Stanovich, 1988). We also take as established fact that ...

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