A Meta-Analysis of the Effect of Phonological Awareness and/or Phonics Instruction on Word and Pseudo Word Reading of English as an L2
Despite considerable efforts made to understand the impact that instructional interventions have upon L2 reading development, we still lack a clear picture of the influence that PA and phonics instruction has upon reading in English as an L2. A search of the research literature published from 1990 t...
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| Formato: | article |
| Lenguaje: | EN |
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SAGE Publishing
2021
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| Acceso en línea: | https://doaj.org/article/922623c6537b4626ba77f96da561e50a |
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