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listening comprehension) are at the core of this relationship between language and reading ( NICHD Early Child Care Analysis Community, 2005 ; Perfetti, 1985 ; Perfetti and Hart, 2002 ). For instance, kids with larger speaking vocabularies in preschool could have a neater time with phoneme awareness and the alphabetic precept because they’ll draw on extra words to discover the similarities among the many sounds they hear in spoken words and the letters that form the phrases ( Metsala and Walley, 1998 ). Each phrase a baby is aware of can affect how nicely she or he understands a sentence that uses that phrase, which in turn can affect the acquisition of information and the ability to learn new words. Seminal theories and research of studying

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