Teachers With Linguistically Informed Knowledge of Reading Subskills are Associated with a Matthew Effect in Reading Comprehension for Monolingual and Bilingual Students

Author： Carreker Suzanne H.   Neuhaus Graham F.   Swank Paul R.   Johnson Paul   Monfils Mary Jo   Montemayor Mary Lou  

Publisher： Routledge Ltd

ISSN： 1521-0685

Source： Reading Psychology, Vol.28, Iss.2, 2007-03, pp. : 187-212

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