Teachers With Linguistically Informed Knowledge of Reading Subskills are Associated with a Matthew Effect in Reading Comprehension for Monolingual and Bilingual Students-Reference-Cited by-同舟云学术

Teachers With Linguistically Informed Knowledge of Reading Subskills are Associated with a Matthew Effect in Reading Comprehension for Monolingual and Bilingual Students

Published:2007-05-07 Issue:2 Volume:28 Page:187-212
ISSN:0270-2711
Container-title:Reading Psychology
language:en
Short-container-title:Reading Psychology

Author:

Carreker Suzanne H.,Neuhaus Graham F.,Swank Paul R.,Johnson Paul,Monfils Mary Jo,Montemayor Mary Lou

Publisher

Informa UK Limited

Subject

Linguistics and Language,Developmental and Educational Psychology,Education

Link

http://www.tandfonline.com/doi/pdf/10.1080/02702710601186456

Reference57 articles.

1. Development of Poor and Better Readers During the Elementary School

2. Content Coverage and Contextual Reading in Reading Groups

3. Three methods for studying developmental change: A case of reading skills and self-concept

4. Mathew Effects in Reading: A Comparison of Latent Growth Curve Models and Simplex Models with Structured Means

5. Analyzing the development of individual differences in terms of Matthew effects in reading: Results from a Dutch longitudinal study.

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