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Relations between the Levels of Fluent Reading and Reading Comprehension and the Levels of Phonological Awareness of Individuals with Down Syndrome in Turkey

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dc.contributor.authorKALAYCI, GÜLEFŞAN ÖZGE
dc.contributor.authorDİKEN, ÖZLEM
dc.contributor.orcid0000-0002-7627-8477
dc.contributor.orcid0000-0003-1676-7989
dc.date.accessioned2025-11-13T11:33:24Z
dc.date.issued2020-02-16
dc.identifier.doihttps://doi.org/10.1080/1034912x.2020.1727419
dc.identifier.endpage721
dc.identifier.issn1034-912X
dc.identifier.issue2
dc.identifier.openalexW3006107321
dc.identifier.startpage707
dc.identifier.urihttps://hdl.handle.net/11421/7188
dc.identifier.urihttps://doi.org/10.1080/1034912x.2020.1727419
dc.identifier.volume69
dc.language.isoen
dc.relation.ispartofInternational Journal of Disability Development and Education
dc.rightsrestrictedAccess
dc.subjectReading (process)
dc.subjectReading comprehension
dc.subjectPsychology
dc.subjectPhonological awareness
dc.subjectComprehension
dc.subjectTest (biology)
dc.subjectCognitive psychology
dc.subjectLinguistics
dc.subjectDevelopmental psychology
dc.subject.sdg4
dc.titleRelations between the Levels of Fluent Reading and Reading Comprehension and the Levels of Phonological Awareness of Individuals with Down Syndrome in Turkey
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5003062804
local.authorid.openalexA5081072654

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