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Unrecognized ambiguities in validity of intervention research: an example on explicit phonics and text-centered teaching

By G Brian eThompson
Topics: beginner reading, reading acquisition theory, Teaching reading, Explicit phonics, low reading attainment, instruction intervention, Psychology, BF1-990
Publisher: Frontiers Media S.A.
Year: 2015
DOI identifier: 10.3389/fpsyg.2014.01535
OAI identifier: oai:doaj.org/article:59156d59f0df40c6842222a82dd06c6a
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