Contributions of Individual Differences and Contextual Variables to Reading Achievement of English Language Learners: An Empirical Investigation Using Hierarchical Linear Modeling

Autor:	ARDASHEVA, YULIYA, TRETTER, THOMAS R.
Zdroj:	TESOL Quarterly, 2013 Jun 01. 47(2), 323-351.
Databáze:	JSTOR Journals
Externí odkaz:	https://www.jstor.org/stable/43267794 Zobrazit plný text záznamu Plný text