Reading intervention for poor readers at the transition to secondary school.

Clarke, PJ orcid.org/0000-0002-2541-7051, Paul, S-AS, Smith, G et al. (2 more authors) (2017) Reading intervention for poor readers at the transition to secondary school. Scientific Studies of Reading. ISSN 1088-8438

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Authors/Creators:
Copyright, Publisher and Additional Information: (c) 2017, Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Scientific Studies of Reading on May 2017, available online: https://dx.doi.org/10.1080/10888438.2017.1318393
Dates:
  • Accepted: 7 April 2017
  • Published (online): 16 May 2017
Institution: The University of Leeds
Academic Units: The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds)
Funding Information:
FunderGrant number
Education Endowment FoundationFSAV
Depositing User: Symplectic Publications
Date Deposited: 12 May 2017 11:42
Last Modified: 01 Jul 2017 17:49
Status: Published online
Publisher: Taylor & Francis (Routledge)
Identification Number: https://doi.org/10.1080/10888438.2017.1318393

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Embargoed until: 16 November 2018

Filename: ClarkeReading intervention for poor readers .pdf

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