APA (7th ed.) Citation

MLAKAR, H., & SCHILK, M. (2025). L2 English Reading, Spelling, and Cognitive-Linguistic Development: Evaluating the Effects of Phonics versus Whole Word Instruction in L1 German Elementary Students. Language & Literacy: A Canadian Educational E-Journal, 27(2), 160. https://doi.org/10.20360/langandlit29711

Chicago Style (17th ed.) Citation

MLAKAR, HEIKE, and MARCO SCHILK. "L2 English Reading, Spelling, and Cognitive-Linguistic Development: Evaluating the Effects of Phonics Versus Whole Word Instruction in L1 German Elementary Students." Language & Literacy: A Canadian Educational E-Journal 27, no. 2 (2025): 160. https://doi.org/10.20360/langandlit29711.

MLA (9th ed.) Citation

MLAKAR, HEIKE, and MARCO SCHILK. "L2 English Reading, Spelling, and Cognitive-Linguistic Development: Evaluating the Effects of Phonics Versus Whole Word Instruction in L1 German Elementary Students." Language & Literacy: A Canadian Educational E-Journal, vol. 27, no. 2, 2025, p. 160, https://doi.org/10.20360/langandlit29711.