Zitieren

Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77–117). International Reading Association. Search in Google Scholar

Bowyer-Crane, C., & Snowling, M. J. (2005). Assessing children’s inference generation: What do tests of reading comprehension measure? British Journal of Educational Psychology, 75(2), 189–201. https://doi.org/10.1348/000709904X2267410.1348/000709904X22674 Search in Google Scholar

Brownell, R. (2000). Expressive one-word picture vocabulary test manual. Academic Therapy. Search in Google Scholar

*Cain, K, Oakhill, J. V, & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 31–42. https://doi.org/10.1037/0022-0663.96.1.3110.1037/0022-0663.96.1.31 Search in Google Scholar

Cain, K., & Oakhill, J. V. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and Writing, 11(5/6), 489–503. https://doi.org/10.1023/A:100808412020510.1023/A:1008084120205 Search in Google Scholar

*Cain, K, & Oakhill, J. V. (2014). Reading comprehension and vocabulary: Is vocabulary more important for some aspects of comprehension? In Annee Psychologique (Vol. 114, Issue 4, pp. 647–662). Editions NecPlus. https://doi.org/10.4074/S000350331400403510.4074/S0003503314004035 Search in Google Scholar

Carrow-Woolfolk, E. (1999). Comprehensive assessment of spoken language. Pearson. Search in Google Scholar

Cheung, M. (2014). Modeling dependent effect sizes with three-level meta-analyses: A structural equation modeling approach. Psychological Methods, 19(2), 211–229. https://doi.org/10.1037/a003296810.1037/a0032968 Search in Google Scholar

Cheung, M. (2019). Guide to conducting a meta-analysis with non-independent effect sizes. Neuropsychology Review, 29, 387–399. https://doi.org/10.1007/s11065-019-09415-610.1007/s11065-019-09415-6 Search in Google Scholar

*Chrysochoou, E., Bablekou, Z., & Tsigilis, N. (2011). Working memory contributions to reading comprehension components in middle childhood children. American Journal of Psychology, 124(3), 275–289. https://doi.org/10.5406/amerjpsyc.124.3.027510.5406/amerjpsyc.124.3.0275 Search in Google Scholar

Cromley, J. G., & Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99(2), 311–325. https://doi.org/10.1037/0022-0663.99.2.31110.1037/0022-0663.99.2.311 Search in Google Scholar

Cronbach, L. J. (1942). An analysis of techniques for diagnostic vocabulary testing. Journal of Educational Research, 36(3), 206–217. https://doi.org/10.1080/00220671.1942.1088116010.1080/00220671.1942.10881160 Search in Google Scholar

Cuetos, F., Rodríguez, B., Ruano, E., & Arribas, D. (2007). PROLEC-R: Batería de evaluación de los procesos lectores, revisada [Evaluation of reading processes for children, revised edition]. TEA Ediciones. Search in Google Scholar

*Currie, N. K, & Cain, K. (2015). Children’s inference generation: The role of vocabulary and working memory. Journal of Experimental Child Psychology, 137, 57–75. https://doi.org/10.1016/j.jecp.2015.03.00510.1016/j.jecp.2015.03.005 Search in Google Scholar

*Currie, N. K., & Muijselaar, M. M. L. (2019). Inference making in young children: The concurrent and longitudinal contributions of verbal working memory and vocabulary. Journal of Educational Psychology, 111(8), 1416– 1431. https://doi.org/10.1037/edu000034210.1037/edu0000342 Search in Google Scholar

*Dale, P. S., Harlaar, N., Hayiou-Thomas, M. E., & Plomin, R. (2010). The etiology of diverse receptive language skills at 12 years. Journal of Speech, Language, and Hearing Research, 53(4), 982–992. https://doi.org/10.1044/1092-4388(2009/09-0108)10.1044/1092-4388(2009/09-0108) Search in Google Scholar

*Davies, C., McGillion, M., Rowland, C., & Matthews, D. (2020). Can inferencing be trained in preschoolers using shared book-reading? A randomised controlled trial of parents’ inference-eliciting questions on oral inferencing ability. Journal of Child Language, 47(3), 655–679. https://doi.org/10.1017/S030500091900080110.1017/S0305000919000801 Search in Google Scholar

Duncan, G., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1443. https://doi.org/10.1037/0012-1649.44.1.21710.1037/0012-1649.44.1.217 Search in Google Scholar

Dunn, L. M., & Dunn, D. M. (2007). Peabody Picture Vocabulary Test, fourth edition. Pearson. Search in Google Scholar

Dunn, L. M., Dunn, D. W., Sewell, J., Styles, B., & Shamsan, Y. (2009). The British Picture Vocabulary Scale (3rd ed.). GL Assessment. Search in Google Scholar

Dunn, L. M., Dunn, L. M., Whetton, C., & Burley, J. (1997). British Picture Vocabulary Scale II. NFER-Nelson. Search in Google Scholar

Fan, M. (2000). How big is the gap and how to narrow it? An investigation into the active and passive vocabulary knowledge of L2 learners. RELC Journal, 31, 105–119. https://doi.org/10.1177/00336882000310020510.1177/003368820003100205 Search in Google Scholar

Fernández-Castilla, B., Jamshidi, L., Declercq, L., Beretvas, N., Onghena, P., & Van den Noortgate, W. (2020). The application of meta-analytic (multilevel) models with multiple random effects: A systematic review. Behavior Research Methods, 52, 2031–2052. https://doi.org/10.3758/s13428-020-01373-910.3758/s13428-020-01373-9 Search in Google Scholar

*Florit, E., Roch, M., & Levorato, M. C. (2011). Listening text comprehension of explicit and implicit information in preschoolers: The role of verbal and inferential skills. Discourse Processes, 48(2), 119–138. https://doi.org/10.1080/0163853X.2010.49424410.1080/0163853X.2010.494244 Search in Google Scholar

Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371–395. https://doi.org/10.1037/0033-295X.101.3.37110.1037/0033-295X.101.3.371 Search in Google Scholar

Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21(2), 303–317. https://doi.org/10.1017/S027226319900208910.1017/S0272263199002089 Search in Google Scholar

Hayiou-Thomas, M. E., Harlaar, N., Dale, P. S., & Plomin, R. (2010). Preschool speech, language skills, and reading at 7, 9, and 10 years: Etiology of the relationship. Journal of Speech, Language, and Hearing Research, 53(2), 311–332. https://doi.org/10.1044/1092-4388(2009/07-0145)10.1044/1092-4388(2009/07-0145) Search in Google Scholar

Johnson-Laird, P. N. (1983). Mental models. Cambridge University Press. Search in Google Scholar

*Jones, A. C., Toscano, E., Botting, N., Marshall, C. R., Atkinson, J. R., Denmark, T., Herman, R., & Morgan, G. (2016). Narrative skills in deaf children who use spoken English: Dissociations between macro and microstructural devices. Research in Developmental Disabilities, 59, 268–282. https://doi.org/10.1016/j.ridd.2016.09.01010.1016/j.ridd.2016.09.010 Search in Google Scholar

Kaufman, A. S., & Kaufman, N. L. (2000). K-Bit, Test Breve de Inteligencia de Kaufman. Pearson. Search in Google Scholar

*Kendeou, P., Bohn-Gettler, C., White, M. J., & Van Den Broek, P. (2008). Children’s inference generation across different media. Journal of Research in Reading, 31(3), 259–272. https://doi.org/10.1111/j.1467-9817.2008.00370.x10.1111/j.1467-9817.2008.00370.x Search in Google Scholar

Kendeou, P., Van Den Broek, P., Helder, A., & Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading difficulties. Learning Disabilities Research and Practice, 29(1), 10–16. https://doi.org/10.1111/ldrp.1202510.1111/ldrp.12025 Search in Google Scholar

*Kim, Y.-S. G. (2020). Toward integrative reading science: The direct and indirect effects model of reading. Journal of Learning Disabilities, 53(6), 469–491. https://doi.org/10.1177/002221942090823910.1177/0022219420908239 Search in Google Scholar

*Kim, Y. S. G. (2017). Multicomponent view of vocabulary acquisition: An investigation with primary grade children. Journal of Experimental Child Psychology, 162, 120–133. https://doi.org/10.1016/j.jecp.2017.05.00410.1016/j.jecp.2017.05.004 Search in Google Scholar

*Kim, Y. S. G. (2020). Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). Journal of Educational Psychology, 112(4), 667–684. https://doi.org/10.1037/edu000040710.1037/edu0000407 Search in Google Scholar

Kim, Y. S. G., Cho, J. R., & Park, S. G. (n.d.). The Korean Test Of Language And Literacy Skills (KOLLS). Korea Guidance. Search in Google Scholar

Kintsch, W. (1998). Comprehension. A paradigm for cognition. Cambridge University Press. Search in Google Scholar

Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), 163–182. https://doi.org/10.1037/0033-295X.95.2.16310.1037/0033-295X.95.2.163 Search in Google Scholar

Laufer, B. (1998). The development of passive and active vocabulary in a second language: Same or different? Applied Linguistics, 19(2), 255–271. https://doi:10.1093/applin/19.2.25510.1093/applin/19.2.255 Search in Google Scholar

Laufer, B., Elder, C., Hill, K., & Congdon, P. (2004). Size and strength: Do we need both to measure vocabulary knowledge? Language Testing, 21(2), 202– 226. https://doi.org/10.1191/0265532204lt277oa10.1191/0265532204lt277oa Search in Google Scholar

Laufer, B., & Paribakht, T. (1998). The relationship between passive and active vocabularies: effects of language learning context. Language Learning, 48, 365–391. https://doi.org/10.1111/0023-8333.0004610.1111/0023-8333.00046 Search in Google Scholar

*Lepola, J., Lynch, J., Kiuru, N., Laakkonen, E., & Niemi, P. (2016). Early oral language comprehension, task orientation, and foundational reading skills as predictors of grade 3 reading comprehension. Reading Research Quarterly, 51(4), 373–390. https://doi.org/10.1002/rrq.14510.1002/rrq.145 Search in Google Scholar

*Lepola, J., Lynch, J., Laakkonen, E., Silvén, M., & Niemi, P. (2012). The role of inference making and other language skills in the development of narrative listening comprehension in 4-6-year-old children. Reading Research Quarterly, 47(3), 259–282. https://doi.org/10.1002/RRQ.02010.1002/rrq.020 Search in Google Scholar

Li, M., & Kirby, J. R. (2015). The effects of vocabulary breadth and depth on English reading. Applied Linguistics, 36(5), 611–634. https://doi.org/10.1093/applin/amu00710.1093/applin/amu007 Search in Google Scholar

*López-Escribano, C., de Juan, M. R. E., Gómez-Veiga, I., & García-Madruga, J. A. (2013). Estudio predictivo de la comprensión lectora en estudiantes españoles de tercero de Primaria. Psicothema, 25(2), 199–205. https://doi.org/10.7334/psicothema2012.175 Search in Google Scholar

Lynch, J. S., van den Broek, P., Kremer, K. E., Kendeou, P., White, M. J., & Lorch, E. P. (2008). The development of narrative comprehension and its relation to other early reading skills. Reading Psychology, 29(4), 327–365. https://doi.org/10.1080/0270271080216541610.1080/02702710802165416 Search in Google Scholar

MacGinitie, W. H., MacGinitie, R. K., Maria, K., & Dreyer, L. G. (2001). Gates-MacGinitie Reading Tests, Level 7/9, Form S (4th ed.). Riverside Publishing. Search in Google Scholar

Marchman, V. A., & Fernald, A. (2008). Speed of word recognition and vocabulary knowledge in infancy predict cognitive and language outcomes in later childhood: Fast-Track Report. Developmental Science, 11(3), F9– F16. https://doi.org/10.1111/j.1467-7687.2008.00671.x10.1111/j.1467-7687.2008.00671.x Search in Google Scholar

Milton, J. (2009). Measuring second language vocabulary acquisition. Multilingual Matters.10.21832/9781847692092 Search in Google Scholar

Moeyaert, M., Ugille, M., Natasha Beretvas, S., Ferron, J., Bunuan, R., & Van den Noortgate, W. (2017). Methods for dealing with multiple outcomes in meta-analysis: a comparison between averaging effect sizes, robust variance estimation and multilevel meta-analysis. International Journal of Social Research Methodology, 20(6), 559–572. https://doi.org/10.1080/13645579.2016.125218910.1080/13645579.2016.1252189 Search in Google Scholar

Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., Altman, D., Antes, G., Atkins, D., Barbour, V., Barrowman, N., Berlin, J. A., Clark, J., Clarke, M., Cook, D., D’Amico, R., Deeks, J. J., Devereaux, P. J., Dickersin, K., Egger, M., Ernst, E., … Tugwell, P. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7). https://doi.org/10.1371/journal.pmed.100009710.1371/journal.pmed.1000097 Search in Google Scholar

Muijselaar, M. M. L. (2018). The dimensionality of inference making: Are local and global inferences distinguishable? Scientific Studies of Reading, 22(2), 117–136. https://doi.org/10.1080/10888438.2017.137117910.1080/10888438.2017.1371179 Search in Google Scholar

*Nash, H., & Heath, J. (2011). The role of vocabulary, working memory and inference making ability in reading comprehension in Down syndrome. Research in Developmental Disabilities, 32(5), 1782–1791. https://doi.org/10.1016/j.ridd.2011.03.00710.1016/j.ridd.2011.03.007 Search in Google Scholar

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.10.1017/CBO9781139524759 Search in Google Scholar

Nation, I.S.P. (1990). Teaching and learning vocabulary. Heinle & Heinle Publishers. Search in Google Scholar

Nation, K., & Snowling, M. J. (1999). Developmental differences in sensitivity to semantic relations among good and poor comprehenders: Evidence from semantic priming. Cognition, 70(1), B1–B13. https://doi.org/10.1016/S0010-0277(99)00004-910.1016/S0010-0277(99)00004-9 Search in Google Scholar

Oakhill, J. (1982). Constructive processes in skilled and less skilled comprehenders’ memory for sentences. British Journal of Psychology, 73(1), 13–20. https://doi.org/10.1111/j.2044-8295.1982.tb01785.x10.1111/j.2044-8295.1982.tb01785.x Search in Google Scholar

*Oakhill, J. V., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16(2), 91–121. https://doi.org/10.1080/10888438.2010.52921910.1080/10888438.2010.529219 Search in Google Scholar

Oakhill, J V. (1984). Inferential and memory skills in children’s comprehension of stories. British Journal of Educational Psychology, 54(1), 31–39. https://doi.org/10.1111/j.2044-8279.1984.tb00842.x10.1111/j.2044-8279.1984.tb00842.x Search in Google Scholar

Oakhill, J V, & Cain, K. (2013). The precursors of reading ability in young readers: evidence from a four-year longitudinal study. Scientific Studies of Reading, 16(2), 91–121. https://doi.org/10.1080/10888438.2010.52921910.1080/10888438.2010.529219 Search in Google Scholar

*Oakhill, J V, Cain, K., & Bryant, P. (2003). Dissociation of single-word reading and text comprehension skills. Language and Cognitive Processes, 18, 443– 468. https://doi.org/10.1080/0169096034400000810.1080/01690960344000008 Search in Google Scholar

Oakhill, J V, Cain, K., & McCarthy, D. (2015). Inference processing in children: The contributions of depth and breadth of vocabulary knowledge. In E. J. O’Brien, A. E. Cook, & R. F. Lorch, Jr. (Eds.), Inferences during reading (pp. 140–159). Cambridge University Press. https://doi.org/10.1017/cbo9781107279186.00810.1017/CBO9781107279186.008 Search in Google Scholar

Ouellette, G. P. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98(3), 554–566. https://doi.org/10.1037/0022-0663.98.3.55410.1037/0022-0663.98.3.554 Search in Google Scholar

Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38(1), 36–76. https://doi.org/10.1598/RRQ.38.1.310.1598/RRQ.38.1.3 Search in Google Scholar

Paul, P. V., & Gustafson, G. (1991). Comprehension of high-frequency multimeaning words by students with hearing impairment. Remedial and Special Education, 12(4), 52–61. https://doi.org/10.1177/07419325910120040810.1177/074193259101200408 Search in Google Scholar

Perfetti, C, & Hart, L. (2002). The lexical quality hypothesis. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 189–213). John Benjamins. https://doi.org/10.1075/swll.11.14per10.1075/swll.11.14per Search in Google Scholar

Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357–383. https://doi.org/10.1080/1088843070153073010.1080/10888430701530730 Search in Google Scholar

Proctor, C. P., Silverman, R. D., Harring, J. R., & Montecillo, C. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish-English bilingual children in elementary school. Reading and Writing, 25(7), 1635–1664. https://doi.org/10.1007/S11145-011-9336-510.1007/s11145-011-9336-5 Search in Google Scholar

Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913–951. https://doi.org/10.1111/lang.1207710.1111/lang.12077 Search in Google Scholar

Semel, E. M., Wiig, E. H., & Secord, W. (2006). Clinical evaluation of language fundamentals (4th ed.). Harcourt Assessment. Search in Google Scholar

Shahov, V. (2012). Measuring L2 receptive and productive vocabulary knowledge, University of Reading Language Studies Working Papers, 4, 37–45. Search in Google Scholar

*Silva, M., & Cain, K. (2015). The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. Journal of Educational Psychology, 107(2), 321–331. https://doi.org/10.1037/a003776910.1037/a0037769 Search in Google Scholar

Silvén, M., & Rubinov, E. (2010). Language and preliteracy skills in bilinguals and monolinguals at preschool age: Effects of exposure to richly inflected speech from birth. Reading and Writing, 23(3), 385–414. https://doi.org/10.1007/s11145-009-9206-610.1007/s11145-009-9206-6 Search in Google Scholar

Silverman, R. D., Proctor, C. P., Harring, J. R., Doyle, B., Mitchell, M. A., & Meyer, A. G. (2014). Teachers’ instruction and students’ vocabulary and comprehension: An exploratory study with English monolingual and Spanish-English bilingual students in grades 3-5. Reading Research Quarterly, 49(1), 31–60. https://doi.org/10.1002/rrq.6310.1002/rrq.63 Search in Google Scholar

Singer, M., & Ritchot, K. F. M. (1996). The role of working memory capacity and knowledge access in text inference processing. Memory & Cognition, 24(6), 733–743. https://doi.org/10.3758/BF0320109810.3758/BF03201098 Search in Google Scholar

Sterne, J. A., & Egger, M. (2005). Regression methods to detect publication and other bias in meta-analysis. In H. R. Rothstein, A. J. Sutton, & M. Borenstein (Eds.), Publication bias in meta-analysis: Prevention, assessment and analysis (pp. 90–110). John Wiley & Sons, Ltd. Search in Google Scholar

*Strasser, K., & del Río, F. (2014). The role of comprehension monitoring, theory of mind, and vocabulary depth in predicting story comprehension and recall of kindergarten children. Reading Research Quarterly, 49(2), 169–187. https://doi.org/10.1002/rrq.6810.1002/rrq.68 Search in Google Scholar

Tannenbaum, K. R., Torgesen, J. K., & Wagner, R. K. (2006). Relationships between word knowledge and reading comprehension in third-grade children. Scientific Studies of Reading, 10(4), 381–398. https://doi.org/10.1207/s1532799xssr1004_310.1207/s1532799xssr1004_3 Search in Google Scholar

Tran, A. H., Tremblay, K. A., & Binder, K. S. (2020). The factor structure of vocabulary: An investigation of breadth and depth of adults with low literacy skills. Journal of Psycholinguistic Research, 49(2), 335–350. https://doi.org/10.1007/s10936-020-09694-810.1007/s10936-020-09694-8 Search in Google Scholar

Van den Broek, P. (1990). The causal inference maker: Towards a process model of inference generation in text comprehension. In D. Balota, G. Flores D’Arcais, & K. Rayner (Eds.), Comprehension processes in reading (pp. 423–446). Lawrence Erlbaum Associates. Search in Google Scholar

Van Den Broek, P, Rapp, D. N., & Kendeou, P. (2005). Integrating memory-based and constructionist processes in accounts of reading comprehension. Discourse Processes, 39(2–3), 299–316. https://doi.org/10.1207/s15326950dp3902&3_11 Search in Google Scholar

Van Den Broek, P, & Espin, C. A. (2012). Connecting cognitive theory and assessment: Measuring individual differences in reading comprehension. School Psychology Review, 41(3), 315–325. https://doi.org/10.1080/02796015.2012.1208751210.1080/02796015.2012.12087512 Search in Google Scholar

*Villalonga Penna, M. M., Padilla Sabaté, C., & Burin, D. (2014). Relaciones entre decodificación, conocimiento léxico-semántico e inferencias en niños de escolaridad primaria. Interdisciplinaria, 31(2), 259–274. https://doi.org/10.16888/interd.2014.31.2.510.16888/interd.2014.31.2.5 Search in Google Scholar

Wagner, R. C., Torgesen, J. K., Rashotte, C. A., & Pearson, N. A. (2010). Test of Silent Reading Efficiency and Comprehension. ProEd. Search in Google Scholar

Webb, S. (2008). Receptive and productive vocabulary sizes of L2 learners. Studies in Second language acquisition, 30(1), 79–95. https://doi.org/10.1017/S027226310808004210.1017/S0272263108080042 Search in Google Scholar

Webb, S. (2009). The effects of receptive and productive learning of word pairs on vocabulary knowledge. RELC Journal, 40(3), 360–376. https://doi.org/10.1177/003368820934385410.1177/0033688209343854 Search in Google Scholar

Wechsler, D. (1994). Test de inteligencia para niños WISC-III, Manual. Paidós. Search in Google Scholar

Wechsler, D. (1998). Test de Inteligencia para Preescolares (WPPSI-R). Paidos. Search in Google Scholar

Wechsler, D. (2012). Test de inteligencia para niños (WISC-IV) (4°). Paidós. Search in Google Scholar

Wiig, E. H., Secord, W., & Sabers, D. (1989). Tests of Language Competence (Extended Edition). Psychological Corporation. Search in Google Scholar

Wiig, E. H., Secord, W., & Semel, E. M. (2004). CELF-Preschool 2: Clinical evaluation of language fundamentals-preschool. Pearson/Psychological Corporation. Search in Google Scholar

Williams, K. T. (2007). Expressive Vocabulary Test (2nd ed.). Pearson. Search in Google Scholar

Wise, J. C., Sevcik, R. A., Morris, R. D., Lovett, M. W., & Wolf, M. (2007). The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities. Journal of Speech, Language, and Hearing Research, 50(4), 1093–1109. https://doi.org/10.1044/1092-4388(2007/076)10.1044/1092-4388(2007/076) Search in Google Scholar

Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock– Johnson III. Riverside Publishing. Search in Google Scholar

Woodcock, R. W., Muñoz-Sandoval, A. F., & Ruef, M. L. (n.d.). Woodcock–Muñoz Language Survey–revised. Riverside Publishing. Search in Google Scholar

eISSN:
2083-8506
Sprache:
Englisch
Zeitrahmen der Veröffentlichung:
Volume Open
Fachgebiete der Zeitschrift:
Sozialwissenschaften, Psychologie, Angewandte Psychologie