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Direct linkSchoenpflug, Ute; Klische, Felicitas – Educational Psychology, 2010
Bilingual German fourth-graders are expected to develop greater linguistic awareness than monolingual children and therefore should habitually apply different text-processing strategies compared with German monolingual fourth-graders when comprehending and recalling a text. Bilingual children are expected to process texts from the bottom up, from…
Descriptors: Metalinguistics, Monolingualism, Inferences, Reading Processes
