This research was supported by grant R305A080631 awarded to Nonie K. Lesaux from the Institute of Educational Sciences, U.S. Department of Education. The opinions expressed herein are those of the authors and do not reflect those of the granting agency. We would like to thank Daniel Berry for his methodological support. This research was completed while the first author was at Teachers College, Columbia University, but he has since moved to New York University.
Direct and Indirect Roles of Morphological Awareness in the English Reading Comprehension of Native English, Spanish, Filipino, and Vietnamese Speakers
Version of Record online: 9 AUG 2012
© 2012 Language Learning Research Club, University of Michigan
Volume 62, Issue 4, pages 1170–1204, December 2012
How to Cite
Kieffer, M. J. and Lesaux, N. K. (2012), Direct and Indirect Roles of Morphological Awareness in the English Reading Comprehension of Native English, Spanish, Filipino, and Vietnamese Speakers. Language Learning, 62: 1170–1204. doi: 10.1111/j.1467-9922.2012.00722.x
- Issue online: 16 NOV 2012
- Version of Record online: 9 AUG 2012
- Revised version accepted 21 May 2011
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