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From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension

Suggate, Sebastian ; Schaughency, Elizabeth ; McAnally, Helena ; Reese, Elaine


Previous research suggests that (a) individual differences in reading and language development are stable across childhood, (b) reading and vocabulary are intertwined, and (c) children's oral narrative skill contributes to later reading comprehension. Each of these three phenomena is assessed using a longitudinal design spanning 15 years, from when children were 19 months old until they were 16 ...


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