Toward a Theoretical Model of Text Complexity for the Early Grades: Learning From the Past, Anticipating the Future
Version of Record online: 2 JUL 2012
© 2012 International Reading Association
Reading Research Quarterly
Volume 47, Issue 3, pages 235–258, July/August/September 2012
How to Cite
Mesmer, H. A., Cunningham, J. W. and Hiebert, E. H. (2012), Toward a Theoretical Model of Text Complexity for the Early Grades: Learning From the Past, Anticipating the Future. Reading Research Quarterly, 47: 235–258. doi: 10.1002/rrq.019
- Issue online: 2 JUL 2012
- Version of Record online: 2 JUL 2012
- Manuscript Accepted: 16 MAR 2012
- Manuscript Revised: 27 FEB 2012
- Manuscript Received: 31 OCT 2011
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