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Exploring the Korean Hangul Word Decoding Properties of Children with Reading Disabilities: Implication for Reading Intervention and Reading Related Language Factors
Eun Ju Lee
Commun Sci Disord. 2021;26(4):797-819.   Published online 2021 December 31    DOI:

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Word Reading and Decoding
Assessment and Intervention for English Language Learners. 2017;63-79   Crossref logo

Rapid naming in relation to reading and writing in Korean (Hangul), Chinese (Hanja) and English among Korean children: a 1-year longitudinal study
Journal of Research in Reading. 2013;38(4):387-404   Crossref logo
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Predicting Response to Early Reading Intervention From Verbal IQ, Reading-Related Language Abilities, Attention Ratings, and Verbal IQ—Word Reading Discrepancy
Journal of Learning Disabilities. 2003;36(1):24-33   Crossref logo
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The effects of induced schemata on the “short circuit” in L2 reading: non-decoding factors in L2 reading performance
Interactive Approaches to Second Language Reading. 1988;183-205   Crossref logo

Investigating the Relationship between Comprehension and Word Recognition: Oral Reading Analysis of Children with Comprehension or Word Recognition Disabilities
Journal of Reading Behavior. 1979;11(1):41-48   Crossref logo
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Second Language Learning Difficulties in Chinese Children With Dyslexia: What Are the Reading-Related Cognitive Skills That Contribute to English and Chinese Word Reading?
Journal of Learning Disabilities. 2009;43(3):195-211   Crossref logo
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Phonological Intervention and Reading Achievement in Children With Language Impairment
Word of Mouth. 2014;25(4):5-8   Crossref logo
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Predicting word reading ability: a quantile regression study
Journal of Research in Reading. 2016;41(1):79-96   Crossref logo
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Exploring Students’ Reading Profiles to Guide a Reading Intervention Programme
English Language Teaching. 2017;10(7):158   Crossref logo
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Poor Reading Comprehension Despite Fast Word Decoding in Children with Hydrocephalus
Brain and Language. 2001;76(1):35-44   Crossref logo
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