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020 ▼a 9780438004306
035 ▼a (MiAaPQ)AAI10809576
035 ▼a (MiAaPQ)steinhardt.nyu:10565
040 ▼a MiAaPQ ▼c MiAaPQ ▼d 248032
0820 ▼a 370
1001 ▼a Logan, J. Kenneth.
24510 ▼a Exploring the Relationship Between Polysemous Word Knowledge, Executive Function, and Reading Comprehension Among Early Adolescents.
260 ▼a [S.l.] : ▼b New York University., ▼c 2018
260 1 ▼a Ann Arbor : ▼b ProQuest Dissertations & Theses, ▼c 2018
300 ▼a 193 p.
500 ▼a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 ▼a Adviser: Michael J. Kieffer.
5021 ▼a Thesis (Ph.D.)--New York University, 2018.
520 ▼a This dissertation's three studies explore (1) the extent to which monolingual and bilingual middle-school readers' polysemous word knowledge predicts their reading comprehension and (2) how bilingual readers make sense of those words in the cont
590 ▼a School code: 0146.
650 4 ▼a Education.
690 ▼a 0515
71020 ▼a New York University. ▼b Teaching and Learning.
7730 ▼t Dissertation Abstracts International ▼g 79-10A(E).
773 ▼t Dissertation Abstract International
790 ▼a 0146
791 ▼a Ph.D.
792 ▼a 2018
793 ▼a English
85640 ▼u http://www.riss.kr/pdu/ddodLink.do?id=T14997890 ▼n KERIS
980 ▼a 201812 ▼f 2019
990 ▼a 관리자