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Taboada, Ana – Instructional Science: An International Journal of the Learning Sciences, 2012
This study investigated the influence of general vocabulary knowledge, science vocabulary knowledge, and text based questioning on the science reading comprehension of three types of students who varied in their English language proficiency. Specifically, grade 5 English-Only speakers, English Language Learners in the United States, and students…
Descriptors: Vocabulary, Knowledge Level, Questioning Techniques, Science Education