Roles of linguistic knowledge, metacognitive knowledge and processing speed in L3, L2 and L1 reading comprehension: A structural equation modeling approach

In this article we present an analysis of the relationship between L3 reading comprehension and its constituent skills for bilingual Dutch students for whom English is a third language(L3) compared to monolingual Dutch students for whom English is a second language(L2). An analogous analysis is made...

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Veröffentlicht in:	The international journal of bilingualism : cross-disciplinary, cross-linguistic studies of language behavior cross-linguistic studies of language behavior, 2003-03, Vol.7 (1), p.7-25
Hauptverfasser:	van Gelderen, Amos, Schoonen, Rob, de Glopper, Kees, Hulstijn, Jan, Snellings, Patrick, Simis, Annegien, Stevenson, Marie
Format:	Artikel
Sprache:	eng
Schlagworte:	Bilingualism Comparative Analysis Dutch English (Second Language) English language Foreign Countries Language acquisition Reading Comprehension Second Language Learning Secondary Education Secondary School Students Study and teaching Uncommonly Taught Languages
Online-Zugang:	Volltext
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