Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia.

MLA

Steacy, Laura M., et al. “Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia.” Child Development, vol. 92, no. 3, May 2021, pp. e252–69. EBSCOhost, https://doi.org/10.1111/cdev.13468.

APA

Steacy, L. M., Edwards, A. A., Rueckl, J. G., Petscher, Y., & Compton, D. L. (2021). Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia. Child Development, 92(3), e252–e269. https://doi.org/10.1111/cdev.13468

Chicago

Steacy, Laura M, Ashley A Edwards, Jay G Rueckl, Yaacov Petscher, and Donald L Compton. 2021. “Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia.” Child Development 92 (3): e252–69. doi:10.1111/cdev.13468.