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Direct linkCremer, M.; Schoonen, R. – Applied Psycholinguistics, 2013
The influences of word decoding, availability, and accessibility of semantic word knowledge on reading comprehension were investigated for monolingual "("n = 65) and bilingual children ("n" = 70). Despite equal decoding abilities, monolingual children outperformed bilingual children with regard to reading comprehension and…
Descriptors: Monolingualism, Bilingualism, Grade 5, Elementary School Students
