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Ehrlich, M.-F., & Remond, M. (1997). Skilled and less skilled comprehenders: French children's processing of anaphoric devices in written texts. British Journal of Developmental Psychology, 15(3), p. p291–309. Dernièrement modifiée par: Lynda Taabane  v    Pop. 34.16%
van Garderen, D., & Montague, M. (2003). Visual-spatial representation, mathematical problem solving, and students of varying abilities. Learning Disabilities Research & Practice, 18(4), pp. 246–254. Dernièrement modifiée par: Sterenn Audo  V    Pop. 33.7%
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