The relationship between receptive vocabulary and word and nonword reading skills in monolingual and language minority bilingual children in Italy across primary school grades-Reference-Cited by-同舟云学术

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The relationship between receptive vocabulary and word and nonword reading skills in monolingual and language minority bilingual children in Italy across primary school grades

Published:2024-08-04 Issue: Volume: Page:1-18
ISSN:1367-0050
Container-title:International Journal of Bilingual Education and Bilingualism
language:en
Short-container-title:International Journal of Bilingual Education and Bilingualism

Author:

Persici Valentina¹²^ORCID,Bastianello Tamara¹³^ORCID,Hoff Erika⁴^ORCID,Majorano Marinella¹^ORCID

Affiliation:

1. Department of Human Sciences, University of Verona, Verona, Italy

2. Department of Humanities, University of Urbino “Carlo Bo”, Urbino, Italy

3. Department of Developmental Psychology and Socialisation, University of Padua, Padua, Italy

4. Department of Psychology, Florida Atlantic University, Davie, FL, USA

Funder

Department of Human Sciences of the University of Verona

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/13670050.2024.2381003

Reference58 articles.

1. Response to a Review and Update on Developing Literacy in Second-language Learners: Report of the National Literacy Panel on Language Minority Children and Youth

2. The phonological loop as a language learning device.

3. A Novel Computer-Based Assessment Tool for Evaluating Early Literacy Skills in Italian Preschoolers

4. Lexicality, frequency and stress assignment effects in bilingual children reading Italian as a second language

5. Predictors of reading and comprehension abilities in bilingual and monolingual children: a longitudinal study on a transparent language

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