Direct and indirect effects of executive functions, reading engagement, and higher order strategic processes in the reading comprehension of Dual Language Learners and English Monolinguals

Author:

Taboada Barber Ana,Cartwright Kelly B.,Stapleton Laura M.,Lutz Klauda Susan,Archer Casey J.,Smith Peet

Funder

U.S. Department of Education

Publisher

Elsevier BV

Subject

Developmental and Educational Psychology,Education

Reference170 articles.

1. A systematic review and meta-analysis of the cognitive correlates of bilingualism;Adesope;Review of Educational Research,2010

2. Administration for Children and Families. (2013). Report to Congress on Dual Language Learners in Head Start and Early Head Start Programs. Washington, DC: U.S. Department of Health and Human Services.

3. Executive function and academic achievement: Longitudinal relations from early childhood to adolescence;Ahmed;Journal of Educational Psychology,2018

4. Executive functions for reading and writing in typical literacy development and dyslexia;Altemeier;Journal of Clinical and Experimental Neuropsychology,2008

5. Ammi, S., & Cain, K. (2014). Children’s comprehension monitoring of inconsistencies in text: a reading time and eye-tracking study. Paper presented at the annual meeting of the Society for Text and Discourse, Chicago.

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