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Direct linkPauline Schröter; Sascha Schroeder – Journal of Research in Reading, 2017
Background: In Germany, there is a substantial gap in reading literacy between monolingual children and their L2-speaking peers. Nevertheless, it is still unclear where these performance differences are rooted. Methods: We investigated children of grades 5, 6 and 7 with comparable socio-economic status, who completed a battery of tests assessing…
Descriptors: German, Second Language Learning, Monolingualism, Executive Function
