The role of word decoding, vocabulary knowledge and meta-cognitive knowledge in monolingual and bilingual low-achieving adolescents' reading comprehension

van Steensel, R. (Roel), Oostdam, R. (Ron), van Gelderen, A. (Amos) and van Schooten, E. (Erik)

2016-08-01

Journal of Research in Reading , Volume 39 - Issue 3 p. 312- 329

Additional Metadata
Persistent URL	doi.org/10.1111/1467-9817.12042, hdl.handle.net/1765/96486
Journal	Journal of Research in Reading
Organisation	Department of Pedagogical Sciences
Citation APA Style AAA Style APA Style Cell Style Chicago Style Harvard Style IEEE Style MLA Style Nature Style Vancouver Style American-Institute-of-Physics Style Council-of-Science-Editors Style BibTex Format Endnote Format RIS Format CSL Format DOIs only Format	van Steensel, R., Oostdam, R. (Ron), van Gelderen, A. (Amos), & van Schooten, E. (Erik). (2016). The role of word decoding, vocabulary knowledge and meta-cognitive knowledge in monolingual and bilingual low-achieving adolescents' reading comprehension. Journal of Research in Reading, 39(3), 312–329. doi:10.1111/1467-9817.12042

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