This HTML5 document contains 100 embedded RDF statements represented using HTML+Microdata notation.

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Subject Item
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2006년 논문 article scientific artikel ilmiah 2006年學術文章 tieteellinen artikkeli scientific article published in September 2006 2006年學術文章 artikull shkencor scienca artikolo 2006年学术文章 wissenschaftlicher Artikel სამეცნიერო სტატია научни чланак artigo científico 2006年學術文章 vitskapeleg artikkel সেপ্টেম্বর ২০০৬-এ প্রকাশিত বৈজ্ঞানিক নিবন্ধ articol științific 2006 nî lūn-bûn tudományos cikk videnskabelig artikel scientific article published in September 2006 artikulong pang-agham artículo científico publicado en 2006 artículu científicu научна статия vědecký článek 2006年學術文章 vitenskapelig artikkel מאמר מדעי مقالة علمية نشرت في سبتمبر 2006 artigo científico επιστημονικό άρθρο article scientifique научни чланак naučni članak 2006年の論文 2006年学术文章 2006年学术文章 articolo scientifico bilimsel makale наукова стаття, опублікована у вересні 2006 2006年学术文章 мақолаи илмӣ 2006年学术文章 scientific article published in September 2006 2006年学术文章 vedecký článok bài báo khoa học บทความทางวิทยาศาสตร์ artigo científico научная статья teaduslik artikkel 2006年學術文章 vetenskaplig artikel artykuł naukowy article científic wetenschappelijk artikel
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2006-09-01T00:00:00Z
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Anne Halonen
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The role of learning to read in the development of problem behaviour: a cross-lagged longitudinal study. The role of learning to read in the development of problem behaviour: a cross-lagged longitudinal study.
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The role of learning to read in the development of problem behaviour: a cross-lagged longitudinal study. The role of learning to read in the development of problem behaviour: a cross-lagged longitudinal study.
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The role of learning to read in the development of problem behaviour: a cross-lagged longitudinal study. The role of learning to read in the development of problem behaviour: a cross-lagged longitudinal study.
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The role of learning to read in the development of problem behaviour: a cross-lagged longitudinal study
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517-534
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Pt 3
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76
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n11:000709905X51590
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The role of learning to read in the development of problem behaviour: A cross-lagged longitudinal study