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      The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities.

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          Abstract

          Some researchers (F. R. Vellutino, F. M. Scanlon, & M. S. Tanzman, 1994) have argued that the different domains comprising language (e.g., phonology, semantics, and grammar) may influence reading development in a differential manner and at different developmental periods. The purpose of this study was to examine proposed causal relationships among different linguistic subsystems and different measures of reading achievement in a group of children with reading disabilities.

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          Author and article information

          Journal
          J Speech Lang Hear Res
          Journal of speech, language, and hearing research : JSLHR
          American Speech Language Hearing Association
          1092-4388
          1092-4388
          Aug 2007
          : 50
          : 4
          Affiliations
          [1 ] Georgia State University, 1400 Decatur Street, SE, Suite 1151, Atlanta, GA 30303, USA. psyjcwx@langate.gsu.edu
          Article
          50/4/1093
          10.1044/1092-4388(2007/076)
          17675607
          2d05b8c5-1647-4fb1-9dd2-11606d0f2936
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