An emergent interaction between reading fluency and vocabulary in the prediction of reading comprehension among French immersion elementary students
Author:
Publisher
Springer Science and Business Media LLC
Subject
Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology
Link
http://link.springer.com/content/pdf/10.1007/s11145-018-9920-z.pdf
Reference56 articles.
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3. Au-Yeung, K., Hipfner-Boucher, K., Chen, X., Pasquarella, A., D’Angelo, N., & Deacon, S. H. (2015). Development of English and French language and literacy skills in EL1 and EL French immersion students in the early grades. Reading Research Quarterly, 50, 233–254.
4. Beitchman, J. H., Jiang, H., Koyama, E., Johnson, C. J., Escobar, M., Atkinson, L., et al. (2008). Models and determinants of vocabulary growth from kindergarten to adulthood. Journal of Child Psychology and Psychiatry, 49, 626–634.
5. Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D. N., et al. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39, 188–215.
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