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O ne of the most exciting developments in research on reading over the last two decades is the emerging consensus about the importance of phonological processing abilities in the acquisition of early reading skills (Shankweiler Stanovich, 1988; Wagner Brady Crowder and Torgesen, 1993, for recent reviews of this work). The kinds of phonological processing skills and knowledge that have been most frequently studied include phonological awareness, phonological memory, and rate of access for phonological information. Types of Reading-Related Phonological Skill
Torgesen et al. (Sun,) studied this question.
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