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Direct linkSonia Q. Cabell; HyeJin Hwang – Grantee Submission, 2020
Well-established theoretical models and a body of empirical research elucidate the critical role of content knowledge in comprehending texts. However, the potential of supporting knowledge in service of enhancing linguistic and reading comprehension has been a relatively neglected topic in the science of reading. In this article, we explicate why…
Descriptors: Reading Comprehension, Elementary School Students, Content Area Reading, English Instruction
