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Peer reviewedBulcock, J. W.; Beebe, Mona J. – Canadian Journal of Education, 1981
Examines "primacy of speech perception" hypothesis. Finds covariation between reading and numeration for 94 fourth graders explained by phonetic, syntactic, and semantic cueing strategies as mediated by school-dependent basic language skills. Elasticities analysis demonstrates reading and numeration were not responsive to children's…
Descriptors: Basic Skills, Cognitive Style, Decoding (Reading), Elementary Education
