A Longitudinal Investigation of Directional Relations Between Domain Knowledge and Reading in the Elementary Years
Author:
Affiliation:
1. Department of Educational Psychology, College of Education and Human Development University of Minnesota, Twin Cities Minneapolis Minnesota USA
Publisher
Wiley
Subject
Developmental and Educational Psychology,Education
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1002/rrq.481
Reference141 articles.
1. Diagnosis and Treatment of Reading Disabilities Based on the Component Model of Reading
2. Individual Differences in Reading History
3. Reading: What Else Matters Besides Strategies and Skills?
4. The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance
5. How Subject-Matter Knowledge Affects Recall and Interest
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