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Writing as a window on reading: trait-level outcomes of an integrated reading, writing, and knowledge-building intervention for secondary school students with reading difficulties

Crossref DOI link: https://doi.org/10.1007/s11145-026-10898-y

Published Online: 2026-08-29

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Daniel, Johny https://orcid.org/0000-0002-5057-9933
Minton-Branfoot, Erin

Barron, Emma
Funding

Funding for this research was provided by:

Durham University (Seedcorn grant)
License Information

Text and Data Mining valid from 2026-08-29

Version of Record valid from 2026-08-29
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Article History

Received: 23 April 2026

Accepted: 24 August 2026

First Online: 29 August 2026

Change Date: 8 September 2026

Change Type: Update

Change Details: In this article Data Availability Statement has been updated.

Declarations

Conflict of interest: The authors declare no competing interests.

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