How word decoding, vocabulary and prior topic knowledge predict reading comprehension. A study of language-minority students in Norwegian fifth grade classrooms

This study examined the contribution of word decoding, first-language (L1) and second-language (L2) vocabulary and prior topic knowledge to L2 reading comprehension. For measuring reading comprehension we employed two different reading tasks: Woodcock Passage Comprehension and a researcher-developed...

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Detalles Bibliográficos
Autores principales: Rydland, Veslemøy, Aukrust, Vibeke Grøver, Fulland, Helene
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2010
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3261410/
https://www.ncbi.nlm.nih.gov/pubmed/22308061
http://dx.doi.org/10.1007/s11145-010-9279-2

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3261410/
https://www.ncbi.nlm.nih.gov/pubmed/22308061
http://dx.doi.org/10.1007/s11145-010-9279-2

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