Improving second-grade reading comprehension through a sustained content literacy intervention: A mixed-methods study examining the mediating role of domain-specific vocabulary.
In: Journal of Educational Psychology, Jg. 116 (2024-05-01), Heft 4, S. 550-568
academicJournal
Zugriff:
Titel: |
Improving second-grade reading comprehension through a sustained content literacy intervention: A mixed-methods study examining the mediating role of domain-specific vocabulary.
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Autor/in / Beteiligte Person: | Mosher, Douglas M. ; Burkhauser, Mary A. ; Kim, James S. |
Zeitschrift: | Journal of Educational Psychology, Jg. 116 (2024-05-01), Heft 4, S. 550-568 |
Veröffentlichung: | US : American Psychological Association, 2024 |
Medientyp: | academicJournal |
ISSN: | 0022-0663 (print) ; 1939-2176 (electronic) |
DOI: | 10.1037/edu0000868 |
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