The moderating influence of instructional intensity and word type on the acquisition of academic vocabulary in young English language learners
Crossref DOI link: https://doi.org/10.1007/s11145-018-9821-1
Published Online: 2018-01-20
Published Print: 2018-04
Update policy: https://doi.org/10.1007/springer_crossmark_policy
August, Diane http://orcid.org/0000-0002-7945-7948
Artzi, Lauren
Barr, Christopher
Francis, David
Funding for this research was provided by:
Eunice Kennedy Shriver National Center for Child Health and Human Development. (HD039530)
Text and Data Mining valid from 2018-01-20
Article History
First Online: 20 January 2018