TY - JOUR
T1 - Acquiring Orthographic Processing through Word Reading
T2 - Evidence from Children Learning to Read French and English
AU - Pasquarella, Adrian
AU - Deacon, Helene
AU - Chen, Becky X.
AU - Commissaire, Eva
AU - Au-Yeung, Karen
N1 - Funding Information:
The findings reported here are based on research conducted as part of the “Ensuring Reading Success for all Students in Early French Immersion Project” funded by Social Sciences and Humanities Research Council of Canada under grant number 435-2013-1745 to the University of Toronto, and by an endowment from Social Sciences and Humanities Research Council of Canada to the University of Toronto, and no restrictions have been imposed on free access to, or publication of, the research data. The content of this publication does not necessarily reflect the views or policies of Social Sciences and Humanities Research Council of Canada, nor does mention of trade names, commercial products, or organisations imply endorsement by the Social Sciences and Humanities Research Council of Canada. Opinions reflect those of the author(s) and do not necessarily reflect those of the funding agency(ies). The author(s) had no financial or other conflicts of interest.
Publisher Copyright:
© 2014 Taylor & Francis.
PY - 2014/7/3
Y1 - 2014/7/3
UR - http://www.scopus.com/inward/record.url?scp=84937212989&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84937212989&partnerID=8YFLogxK
U2 - 10.1080/1034912X.2014.932579
DO - 10.1080/1034912X.2014.932579
M3 - Article
AN - SCOPUS:84937212989
SN - 1034-912X
VL - 61
SP - 240
EP - 257
JO - International Journal of Disability, Development and Education
JF - International Journal of Disability, Development and Education
IS - 3
ER -