APA (7th ed.) Citation

Austin, C. R., Vaughn, S., Clemens, N. H., Pustejovsky, J. E., & Boucher, A. N. (2022). The Relative Effects of Instruction Linking Word Reading and Word Meaning Compared to Word Reading Instruction Alone on the Accuracy, Fluency, and Word Meaning Knowledge of 4th-5th Grade Students With Dyslexia. Scientific studies of reading, 26(3), 204-222. https://doi.org/10.1080/10888438.2021.1947294

Chicago Style (17th ed.) Citation

Austin, Christy R., Sharon Vaughn, Nathan H. Clemens, James E. Pustejovsky, and Alexis N. Boucher. "The Relative Effects of Instruction Linking Word Reading and Word Meaning Compared to Word Reading Instruction Alone on the Accuracy, Fluency, and Word Meaning Knowledge of 4th-5th Grade Students With Dyslexia." Scientific Studies of Reading 26, no. 3 (2022): 204-222. https://doi.org/10.1080/10888438.2021.1947294.

MLA (9th ed.) Citation

Austin, Christy R., et al. "The Relative Effects of Instruction Linking Word Reading and Word Meaning Compared to Word Reading Instruction Alone on the Accuracy, Fluency, and Word Meaning Knowledge of 4th-5th Grade Students With Dyslexia." Scientific Studies of Reading, vol. 26, no. 3, 2022, pp. 204-222, https://doi.org/10.1080/10888438.2021.1947294.