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This information can be instrumental to improving the quality of beginning literacy instruction in English and assisting early identification of dyslexia. Both groups completed the basic language constructs survey (Binks-Cantrell, Joshi, Washburn, Annals of Dyslexia, 62, 153-171, 2012a). Results showed while native English teachers performed significantly better than non-native English teachers, total percentage correct scores were below 50%, except for phonological awareness tasks. All teachers scored higher in items requiring sy
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