Beyond reading comprehension: exploring the additional contribution of Core Academic Language Skills to early adolescents’ written summaries
Year: 2018
Type: article
Study design: Observational Study
Source: Reading and Writing
Authors: Emily Phillips Galloway, Paola Uccelli
Institutions: Vanderbilt University, Harvard University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
Funder: Institute of Education Sciences
OpenAlex ID: W2883454655