Buchumschlag

The Structural Relations of Component Reading Comprehension Skills in Kiswahili: The Influence of Socio‐Economic Status and Home Literacy Environment

Fuente: Wiley Open Access

Gespeichert in:

Bibliographische Detailangaben
Hauptverfasser:	Brenda Aromu Wawire, Gorrety Nafula Wawire, Francis Kiroro
Format:	Artículo Open Access
Veröffentlicht:	Wiley 2024
Schlagworte:	Reading Research Quarterly
Online-Zugang:	Acceder al recurso
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Ähnliche Einträge

Effect of an Instructional Program in Foundational Reading Skills on Early Literacy Development of Students in Kindergarten and First Grade
von: Holly B. Lane, et al.
Veröffentlicht: (2025)

The Effectiveness of a Language Comprehension Intervention on the Language, Reading, and Writing Skills of Socioeconomically Disadvantaged Students
von: Dacian Dorin Dolean, et al.
Veröffentlicht: (2026)

Multiple‐Text Comprehension and Evaluation: The Influence of Reading Goal, Belief Consistency, and Argument Type
von: Sylvia M. Savvidou, et al.
Veröffentlicht: (2024)

The Extrema of Japanese Literacy: Beyond the Bounds of Average Reading
von: Shawn Hemelstrand, et al.
Veröffentlicht: (2024)

Children's Inalienable Literacy Education Rights and the Science of Reading
von: Maren S. Aukerman, et al.
Veröffentlicht: (2026)

Getting at How: Testing Mediating Factors in the Relation Between Morphological Awareness and Reading Comprehension in Grade 1
von: Sofia Giazitzidou, et al.
Veröffentlicht: (2025)

The Reciprocal Relation Between Vocabulary Knowledge and Compound Structure Awareness and Their Contributions to Reading Comprehension in Chinese Children: A Longitudinal Study From Grades 3 to 6
von: Yahua Cheng, et al.
Veröffentlicht: (2025)

Assessing Early Writing in Preschool: Attention to Early Writing Tasks and Component Skills
von: Xiao Y. Zhang, et al.
Veröffentlicht: (2025)

Learning to Read Connections—Sensitivity to Collocation Frequency Links Vocabulary Size and Reading Comprehension in Middle Childhood
von: Alexandra M. A. Schmitterer, et al.
Veröffentlicht: (2024)

Syntactic Comprehension—A Separate Source of Individual Variance in Middle‐School Children's Reading Comprehension
von: Jessie Leigh Nielsen, et al.
Veröffentlicht: (2025)

Critical Posthumanist Literacy: Building Theory for Reading, Writing, and Living Ethically with Everyday Artificial Intelligence
von: Sarah K. Burriss, et al.
Veröffentlicht: (2024)

Bridging the Gap in Brazilian Literacy: Kalulu Phonics Provides Gains in 1st Grade Reading
von: Camilo Ernesto Subenko Olalla, et al.
Veröffentlicht: (2025)

The Contingency of Digital Reading: A Postdigital Literacy Ecologies Approach to Local Configurations of Play and Learning
von: Alexander Bacalja
Veröffentlicht: (2026)

Contributions of Reading Support from Teachers, Parents, and Friends to Reading Related Variables in Academic and Recreational Contexts
von: Daisy Pelletier, et al.
Veröffentlicht: (2024)

Unpacking the Influence of Teachers' Reading Instruction Strategies on Primary School Students' Reading Achievement: Evidence From PIRLS 2021
von: Li Zheng, et al.
Veröffentlicht: (2025)

Professional Development in Reading Comprehension: A Meta‐analysis of the Effects on Teachers and Students
von: Marianne Rice, et al.
Veröffentlicht: (2024)

Enacting Reading Comprehension: Using Diverse Literature to Engage Children's Critical, Sociopolitical Knowledge
von: Wintre Foxworth Johnson, et al.
Veröffentlicht: (2024)

The Role of Hang‐Out Ties in Reading Comprehension and Small Group Interactions for Multilingual Students
von: Andrew Weaver, et al.
Veröffentlicht: (2025)

Using Eye Movements From a “Read‐Only” Task to Predict Text Comprehension
von: Diane C. Mézière, et al.
Veröffentlicht: (2025)

How Is Reading Related to Working Memory?—A Cross‐Sectional Developmental Perspective
von: Claudia Laskay‐Horváth, et al.
Veröffentlicht: (2025)

Dimensionality of Writing Skills in English and Spanish, and the Relations of Language and Cognitive Skills to Written Composition for English‐Spanish Emergent Bilingual Children in Grade 1
von: Young‐Suk Grace Kim
Veröffentlicht: (2024)

Enhancing Learners' Reading Comprehension With Preferred Background Music: An Eye‐Tracking, EEG, and Heart Rate Study
von: Ying Que, et al.
Veröffentlicht: (2025)

Integrating Executive Function Activities Into a Computerized Cognitive Training to Enhance Reading Comprehension in Primary Students
von: Costanza Ruffini, et al.
Veröffentlicht: (2025)

Exploring Cross‐Domain Relations in Language and Literacy Profiles of Latine Bilingual Language Learners in the U.S.
von: Lisa M. López, et al.
Veröffentlicht: (2025)

Preserving Integrative and Humanizing Literacies: A Commentary on the Current Literacy Debates and the Narrowing of Literacy Instruction
von: Davena Jackson, et al.
Veröffentlicht: (2024)

Reconfiguring the Sanctions of Schooled Literacy Through Living Literacies
von: Kelly C. Johnston
Veröffentlicht: (2024)

Asset‐Based Implementation of Structured Adaptations in an Online Third‐Grade Content Literacy Intervention
von: Jackie E. Relyea, et al.
Veröffentlicht: (2025)

Reading Begets Reading? Disentangling the Dynamic Interplay Between Reading Competence and Reading Exposure with a Special Focus on Gender Differences
von: Felix Bittmann
Veröffentlicht: (2024)

Literacy in the Time of Artificial Intelligence
von: Mary Kalantzis, et al.
Veröffentlicht: (2024)

Becoming Otherwise Through Living Literacies in the In‐Between: Reimagining Critical Literacy in a Chinese Context
von: Xuanya Zhou
Veröffentlicht: (2025)

School Boards, Book Challenges, and State Literacy Policy: A Case Study of Policy Layering and Literacy
von: Susan Cridland‐Hughes, et al.
Veröffentlicht: (2025)

Examining Adolescent Reading Engagement: Design and Validation of the Teacher‐Reported Reading Engagement Survey (TRRES)
von: Montserrat Cubillos, et al.
Veröffentlicht: (2025)

Learning to Read and Developmental Dyslexia in Hebrew
von: Adi Shechter, et al.
Veröffentlicht: (2024)

Toward a Cultural Sustenance View of Reading
von: Kindel Turner Nash, et al.
Veröffentlicht: (2024)

Revolutionary Love: Centering the Full Humanity of Children in the Literacy Curriculum
von: Eliza Braden, et al.
Veröffentlicht: (2024)

Towards Disruptive Maker Literacies Beyond Neurotypical, Gendered Mindsets
von: Cheryl A. McLean, et al.
Veröffentlicht: (2024)

Seeking Languagelessness: Maker Literacies Mindsets to Disrupt Normative Practices
von: Jennifer Rowsell, et al.
Veröffentlicht: (2024)

Supporting Literacy Through the Justice and Dialogic Education ( JADE ) Framework
von: Rebecca Lee, et al.
Veröffentlicht: (2025)

Introduction to the SI: Orthography and Literacy: Current Research and New Directions
von: R. Malatesha Joshi
Veröffentlicht: (2025)

The Relationship Between Reading Instruction and Writing Achievement in Kindergarten
von: Ying Guo, et al.
Veröffentlicht: (2025)