Verbal and non-verbal analogical reasoning in the emergent literacy period: an exploratory analysis of the influence of AR modality on listening comprehension, phonological awareness and lexical skills
págs. 247-279
Teacher translanguaging in CLIL primary education: do teachers’ perceptions match their real practices?
págs. 280-310
Relations between complexity and difficulty on repeating-pattern tasks in early childhood
Pascual David Diago Nebot, Dionisio F. Yáñez Avendaño, David Arnau Vera
págs. 311-350
págs. 351-381
Tool selection based on rigidity in young children: a comparative approach
Héctor M. Manrique, Yurena Hernández Gálvez, Juan Andrés Hernández Cabrera, Carlos Javier Álvarez González
págs. 382-412
págs. 413-445
Home language and literacy environments at the age of four: determinants and their relation to reading comprehension up to age nine
Susana Mendive Criado, Daniela Aldoney, Mayra Mascareño Lara, José P. Pezoa, Erika Hoff
págs. 446-477
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