Teachers With Linguistically Informed Knowledge of Reading Subskills are Associated with a Matthew Effect in Reading Comprehension for Monolingual and Bilingual Students
Year: 2007
Type: article
Study design: Observational Study
Source: Reading Psychology
Authors: Suzanne H. Carreker, Graham F. Neuhaus, Paul R. Swank, Paul Johnson, Mary Jo Monfils, Mary Lou Montemayor
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
OpenAlex ID: W2000410611