Modeling Complex Word Reading: Examining Influences at the Level of the Word and Child on Mono- and Polymorphemic Word Reading.
Laura M SteacyValeria M RigobonAshley A EdwardsDaniel R AbesNancy C MarencinKathryn SmithJames D ElliottLesly Wade-WoolleyDonald L ComptonPublished in: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading (2022)
Results indicate important predictors at both the child- and word-level and support the importance of morphological structure for reading abstract polysyllabic words.
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