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3-year-old children consequences of individual differences early literacy evidence from a longitudinal language development literacy development metalinguistic awareness phonological awareness phonological skills processing abilities reading difficulties reading success development metalinguistic
acquisition of literacy dyslexic children early phonological individual differences language development metalinguistic literacy experiences metalinguistic skills phonological processing prediction of reading read words reading disabilities vocabulary instruction
beginning reading early childhood early reading language and literacy language impairment literacy skills nursery rhymes phonological processing abilities preschool children reading achievement reading disability word recognition
children learning early language emergent literacy language and literacy development learning to read longitudinal study phonemic awareness phonological sensitivity preschool language reading acquisition reading skills young children
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