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The Effect of the Strategy of Three Types Questions in Interactive Book Reading on Language Delayed and Typically Developed Children’s Learning of Vocabulary
Miseon Chae, Dongsun Yim
Commun Sci Disord. 2022;27(1):27-49.   Published online 2022 March 31    DOI: https://doi.org/10.12963/csd.22881

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Learning L2 German Vocabulary Through Reading: The Effect of Three Enhancement Techniques Compared
Language Learning. 2009;59(1):113-151   Crossref logo
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Vocabulary and reading and writing
Learning Vocabulary in Another Language. 2022;194-241   Crossref logo
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Vocabulary and reading and writing
Learning Vocabulary in Another Language. 2001;144-186   Crossref logo
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Post-Reading Comprehension Questions and Task Types in Vision: A Locally Developed Textbook for Teaching English as a Foreign Language
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EFL Vocabulary Acquisition and Retention: Reading Plus Vocabulary Enhancement Activities and Narrow Reading
Language Learning. 2008;58(1):73-115   Crossref logo
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L2 Vocabulary Learning From Reading: Explicit and Tacit Lexical Knowledge and the Role of Learner and Item Variables
Language Learning. 2014;64(2):365-414   Crossref logo
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Learning and recall of foreign-language vocabulary: Effects of a keyword strategy for immediate and delayed recall
Learning and Instruction. 1998;8(2):179-194   Crossref logo
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Effects of three forms of reading-based output activity on L2 vocabulary learning
Language Teaching Research. 2016;21(1):76-95   Crossref logo
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LEXICAL PROCESSING STRATEGY USE AND VOCABULARY LEARNING THROUGH READING
Studies in Second Language Acquisition. 1999;21(2):225-241   Crossref logo
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Reading, Dictionaries, and Vocabulary Learning
Language Learning. 1993;43(2):263-279   Crossref logo
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This metadata service is kindly provided by CrossRef from May 29, 2014. Commun Sci Disord has participated in CrossRef Text and Data Mining service since March 1, 2015.