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Aram, D., Korat, O., Saiegh-Haddad, E., Arafat, SH., Khoury, R. & Abu Elhija, J. (2013)
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Literacy learning in communities of discourse: Reading to learn and writing to communicate. In S. N. Hogan (Ed.), Trends in learning research (pp. 41-66). New York:Nova Science Publishers.
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Aram, D., Korat, O., & Levin, I. (2006).
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Do Children Who Read More Books Know "What is Good Writing" Better Than Children Who Read Less? A Comparison Between Grade Levels and SES Groups. Journal of Literacy Research, 37 (3), 289-324.
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Korat, O., & Schiff, R. (2005).
Do Children Who Read More Books Know "What is Good Writing" Better Than Children Who Read Less? A Comparison Between Grade Levels and SES Groups. Journal of Literacy Research, 37 (3), 289-324.
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Korat, O., & Schiff, R. (2005).
Do Children Who Read More Books Know "What is Good Writing" Better Than Children Who Read Less? A Comparison Between Grade Levels and SES Groups. Journal of Literacy Research, 37 (3), 289-324.
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Korat, O., & Schiff, R. (2005).
Do Children Who Read More Books Know "What is Good Writing" Better Than Children Who Read Less? A Comparison Between Grade Levels and SES Groups. Journal of Literacy Research, 37 (3), 289-324.
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Adi-Japha, E. & Freeman, N. H. (2001)
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Adi-Japha, E. & Freeman, N. H. (2001)
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Adi-Japha, E. & Freeman, N. H. (2000)
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Sensitivity tophonological, morphological, and semantic cues in early reading and writing in Hebrew. Merrill-Palmer Quarterly, 39,213-233
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Sensitivity tophonological, morphological, and semantic cues in early reading and writing in Hebrew. Merrill-Palmer Quarterly, 39,213-233