Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child, word, and child-by-word predictors
Resource Document
Description
Madison Kellenberger examines how kids’ vocabulary, word familiarity, and word features affect how they read longer words, showing the key role of meaning in reading development.
Resource Type
Resource Type
Text Document
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Database Information
Audience
Practitioners
Students
Age Level
Elementary School
Keywords
semantics
oral language
vocabulary
reading development
reading
elementary school
