Academic Language as a Predictor ofreading Comprehension in Monolingual Spanish-speakingreaders: Evidence From Chilean Early Adolescents

dc.creatorMeneses, Alejandra
dc.creatorUccelli, Paola
dc.creatorVeronica Santelices, Maria
dc.creatorRuiz, Marcela
dc.creatorAcevedo, Daniela
dc.creatorFigueroa Miralles, Javiera
dc.date.accessioned2020-01-20T19:36:03Z
dc.date.available2020-01-20T19:36:03Z
dc.date.created2020-01-20T19:36:03Z
dc.date.issued2018
dc.identifier10.1002/rrq.192
dc.identifier0034-0553
dc.identifierhttps://doi.org/10.1002/rrq.192
dc.identifierhttps://repositorio.uc.cl/handle/11534/27663
dc.languageen
dc.rightsacceso restringido
dc.subjectAssessment
dc.subjectStandardized
dc.subjectTo inform instruction
dc.subjectas inquiry
dc.subjectComprehension
dc.subjectFluency
dc.subjectOral language
dc.subjectLanguage development
dc.subjectTheoretical perspectives
dc.subjectDevelopmental
dc.subjectLinguistics
dc.subjectVocabulary
dc.subjectSpecialized vocabulary
dc.subjectEarly adolescence
dc.titleAcademic Language as a Predictor ofreading Comprehension in Monolingual Spanish-speakingreaders: Evidence From Chilean Early Adolescents
dc.typeartículo


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