What’s the Difference? Contributions of Lexical Ambiguity, Reading Comprehension, and Executive Functions to Math Word Problem Solving in Linguistically Diverse 3rd to 5th Graders-Reference-Cited by-同舟云学术

What’s the Difference? Contributions of Lexical Ambiguity, Reading Comprehension, and Executive Functions to Math Word Problem Solving in Linguistically Diverse 3^rd to 5^th Graders

Published:2022-06-05 Issue:6 Volume:26 Page:565-584
ISSN:1088-8438
Container-title:Scientific Studies of Reading
language:en
Short-container-title:Scientific Studies of Reading

Author:

Cartwright Kelly B.¹^ORCID,Taboada Barber Ana²,Archer Casey J.²

Affiliation:

1. Department of Psychology, Christopher Newport University, Newport News, Virginia, United States

2. Department of Counseling, Higher Education, and Special Education United States, University of Maryland

Funder

Institute for Education Sciences

Publisher

Informa UK Limited

Subject

Psychology (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10888438.2022.2084399

Reference81 articles.

1. Linguistic Minority Children's Knowledge of multiple Word Meanings; Polysemy and the Testing of lexical Skills

2. Behavioral and Electrophysiological Differences in Executive Control Between Monolingual and Bilingual Children

3. Adding Apples and Oranges: Alignment of Semantic and Formal Knowledge

4. Receptive vocabulary differences in monolingual and bilingual children

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