Size and modality effects in Braille learning: implications for the blind child from pre-reading sighted children

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Original language	English
Pages (from-to)	165-176
Journal	British Journal of Educational Psychology
Volume	89
Issue number	1
Early online date	17 Jun 2018
DOIs	https://doi.org/10.1111/bjep.12229
Publication status	Published - 31 Mar 2019

Keywords

@article{dfe2a3fced5f42d8bfdd6540a5d8c3ef,

title = "Size and modality effects in Braille learning: implications for the blind child from pre-reading sighted children",

keywords = "Psychology",

author = "Fiona Barlow-Brown and Christopher Barker and Margaret Harris",

year = "2019",

month = mar,

day = "31",

doi = "10.1111/bjep.12229",

language = "English",

volume = "89",

pages = "165--176",

journal = "British Journal of Educational Psychology",

issn = "0007-0998",

publisher = "Wiley-Blackwell",

number = "1",

}

TY - JOUR

T1 - Size and modality effects in Braille learning

T2 - implications for the blind child from pre-reading sighted children

AU - Barlow-Brown, Fiona

AU - Barker, Christopher

AU - Harris, Margaret

PY - 2019/3/31

Y1 - 2019/3/31

KW - Psychology

U2 - 10.1111/bjep.12229

DO - 10.1111/bjep.12229

M3 - Article

SN - 0007-0998

VL - 89

SP - 165

EP - 176

JO - British Journal of Educational Psychology

JF - British Journal of Educational Psychology

IS - 1

ER -