From Bibliophile to Sesquipedalian: Modeling the Role of Reading Experience in Vocabulary and Reading Comprehension (2022)
Attributed to:
Vocabulary and reading in secondary school: Evidence from longitudinal and experimental studies
funded by
ESRC
Abstract
No abstract provided
Bibliographic Information
Digital Object Identifier: http://dx.doi.org/10.1080/10888438.2022.2068418
Publication URI: http://dx.doi.org/10.1080/10888438.2022.2068418
Type: Journal Article/Review
Parent Publication: Scientific Studies of Reading
Issue: 6