Work

The role of word decoding, vocabulary knowledge and meta‐cognitive knowledge in monolingual and bilingual low‐achieving adolescents' reading comprehension

Year: 2014

Type: article

Study design: Observational Study

Source: Journal of Research in Reading

DOI: 10.1111/1467-9817.12042

Authors: Roel van Steensel, Ron Oostdam, Amos van Gelderen, Erik van Schooten

Institutions: Erasmus University Rotterdam, University of Amsterdam

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: closed

Funder: Nederlandse Organisatie voor Wetenschappelijk Onderzoek

Award: G1996541349

OpenAlex ID: W1520053456

FWCI: 3.904

Cites: 47

Cited by: 33

Related to: 10