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From Grade 2 to 4, however, the development was slower in reading fluency and comprehension in the COVID sample, but not in math. The predictors of change from Grade 2 to 4 in reading and math skills were not different in the samples. The results showed that the development of reading skills in particular may have been affected by the COVID-19 pandemic. Current descriptions of pooled budgets in the literature pose challenges to good quality evaluation of their contribution to integrated care. Addressing this gap is increasingly importan
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