Understanding how syntactic awareness contributes to reading comprehension: Evidence from mediation and longitudinal models

S. Hélène Deacon; Michael Kieffer

doi:10.1037/edu0000198

Understanding how syntactic awareness contributes to reading comprehension: Evidence from mediation and longitudinal models

S. Hélène Deacon, Michael Kieffer

Decision Sciences

科研成果: 期刊稿件 › 文章 › 同行评审

56 引用（Scopus）

源语言	英语
页（从-至）	72-86
页数	15
期刊	Journal of Educational Psychology
卷	110
期	1
DOI	https://doi.org/10.1037/edu0000198
出版状态	已出版 - 1月 2018

!!!ASJC Scopus Subject Areas

教育
发展与教育心理学

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Understanding how syntactic awareness contributes to reading comprehension: Evidence from mediation and longitudinal models

!!!ASJC Scopus Subject Areas

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