Visual-Verbal Paired-Associate Learning: An Investigation of the Role of Verbal and Crossmodal Associative Learning in Reading Skills in French First- and Second-Grade Children

MLA

Matthieu Bignon, et al. “Visual-Verbal Paired-Associate Learning: An Investigation of the Role of Verbal and Crossmodal Associative Learning in Reading Skills in French First- and Second-Grade Children.” Journal of Educational Psychology, vol. 116, no. 5, July 2024, pp. 820–35. EBSCOhost, https://doi.org/10.1037/edu0000858.

APA

Matthieu Bignon, Sandrine Mejias, & Séverine Casalis. (2024). Visual-Verbal Paired-Associate Learning: An Investigation of the Role of Verbal and Crossmodal Associative Learning in Reading Skills in French First- and Second-Grade Children. Journal of Educational Psychology, 116(5), 820–835. https://doi.org/10.1037/edu0000858

Chicago

Matthieu Bignon, Sandrine Mejias, and Séverine Casalis. 2024. “Visual-Verbal Paired-Associate Learning: An Investigation of the Role of Verbal and Crossmodal Associative Learning in Reading Skills in French First- and Second-Grade Children.” Journal of Educational Psychology 116 (5): 820–35. doi:10.1037/edu0000858.