The early prediction of reading and spelling
pág. 199
From oral to written language: A developmental and interventional perspective
pág. 205
Conceptualization of the writing system and knowing how to use a children's book at preschool age as predictors of reading and writing acquisition in the first year of primary school: A comparative study between France and Germany
pág. 221
The connection between phonological, syntactic and semantic skills and children's reading and spelling
pág. 235
Learning to read: Evidence on the distinction between decoding and compehension skills
pág. 247
Phonological working memory: A critical building block for reading development and vocabulary acquisition?
pág. 259
The impact of early metalinguistic competences and memory capicity on reading and spelling in elementary school: Results of the Munich Longitudinal Study on the Genesis of Individual Competences (LOGIC)
pág. 273
The importance of being literate: Reading development in primary school and its consequences for the school career in secondary education
pág. 289
Do German-speaking children have a chance to overcome reading and spelling difficulties? A longitudinal from the second until the eighth grade
pág. 307
Longitudinal correlates and outcomes of initial reading progress for a sample of Belfast boys
pág. 325
Un proyecto de la Biblioteca de la Universidad Complutense de Madrid
