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Differential Co-Development of Vocabulary Knowledge and Reading Comprehension for Students with and without Learning Disabilities
In this large-scale study of students from Title 1 schools (N = 14,773), we used multiple-group latent change score (LCS) modeling to investigate the developmental relations between vocabulary knowledge and reading comprehension in students with a school-identified learning disability (LD, n = 627)...
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| Yayımlandı: | J Educ Psychol |
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| Asıl Yazarlar: | , , , , , |
| Materyal Türü: | Artigo |
| Dil: | Inglês |
| Baskı/Yayın Bilgisi: |
2019
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| Konular: | |
| Online Erişim: | https://ncbi.nlm.nih.gov/pmc/articles/PMC7079671/ https://ncbi.nlm.nih.gov/pubmed/32189724 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1037/edu0000382 |
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