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Annotation: Contemporary Approaches to the Teaching of Reading

1996; Wiley; Volume: 37; Issue: 2 Linguagem: Inglês

10.1111/j.1469-7610.1996.tb01385.x

1469-7610

Maggie Snowling,

Text Readability and Simplification

Journal of Child Psychology and PsychiatryVolume 37, Issue 2 p. 139-148 Annotation: Contemporary Approaches to the Teaching of Reading Margaret J. Snowling, Corresponding Author Margaret J. Snowling Department of Psychology, University of York, U.K.Requests for reprints to: Professor Margaret J. Snowling, Department of Psychology, University of York, Heslington, York YO1 5DD, U.K.Search for more papers by this author Margaret J. Snowling, Corresponding Author Margaret J. Snowling Department of Psychology, University of York, U.K.Requests for reprints to: Professor Margaret J. Snowling, Department of Psychology, University of York, Heslington, York YO1 5DD, U.K.Search for more papers by this author First published: FEBRUARY 1996 https://doi.org/10.1111/j.1469-7610.1996.tb01385.xCitations: 34AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat References Adams, M. J. (1990). Beginning to read: thinking and learning about print. Cambridge , MA : MIT Press. Google Scholar Ball, E. W. & Blachman, B. A. (1991). 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