Learning to read after schooling disruptions: neurocognitive correlates of reading comprehension in Syrian refugee children and youth.
- DOI
- 10.1016/j.tine.2026.100293
- Published
- 2026 Sep
- Container
- Trends in neuroscience and education
- Publisher
- Not recorded
- Open access
- unknown
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Cite this work
BibTeX
@article{allodium:10.1016/j.tine.2026.100293,
title = {Learning to read after schooling disruptions: neurocognitive correlates of reading comprehension in Syrian refugee children and youth.},
author = {Capani A and Brice H and Akkad S and Qadoumi S and Jasińska K},
year = {2026},
journal = {Trends in neuroscience and education},
doi = {10.1016/j.tine.2026.100293},
url = {https://doi.org/10.1016/j.tine.2026.100293}
}RIS
TY - JOUR TI - Learning to read after schooling disruptions: neurocognitive correlates of reading comprehension in Syrian refugee children and youth. AU - Capani A AU - Brice H AU - Akkad S AU - Qadoumi S AU - Jasińska K PY - 2026 JO - Trends in neuroscience and education DO - 10.1016/j.tine.2026.100293 UR - https://doi.org/10.1016/j.tine.2026.100293 ER -
APA
A, C., H, B., S, A., S, Q., & K, J. (2026). Learning to read after schooling disruptions: neurocognitive correlates of reading comprehension in Syrian refugee children and youth.. Trends in neuroscience and education. https://doi.org/10.1016/j.tine.2026.100293
Source records
- pubmed · retrieved 2026-09-25T18:48:39.894Z