Growth of Compounding Awareness Predicts Reading Comprehension in Young Chinese Students: A Longitudinal Study From Grade 1 to Grade 2

Autor:	Cheng, Yahua, Zhang, Jie, Li, Hong, Wu, Xinchun, Liu, Hongyun, Dong, Qiong, Li, Liping, Nguyen, Thi Phuong, Zheng, Minglu, Zhao, Ying, Sun, Peng
Zdroj:	Reading Research Quarterly, 2017 Jan 01. 52(1), 91-104.
Databáze:	JSTOR Journals
Externí odkaz:	https://www.jstor.org/stable/26622580 Zobrazit plný text záznamu Plný text