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Cognition, engagement, and motivation as factors in the reading comprehension of Dual Language Learners and English Speakers: Unified or distinctive models?

Crossref DOI link: https://doi.org/10.1007/s11145-020-10034-4

Published Online: 2020-04-08

Published Print: 2020-11

Update policy: https://doi.org/10.1007/springer_crossmark_policy

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