The Role of Comprehension Monitoring, Theory of Mind, and Vocabulary Depth in Predicting Story Comprehension and Recall of Kindergarten Children

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dc.contributor.authorStrasser, Catherine
dc.contributor.authorDel Río, F.
dc.date.accessioned2020-10-09T01:24:28Z
dc.date.available2020-10-09T01:24:28Z
dc.date.issued2014
dc.format.extent19 páginas
dc.fuente.origenConveris
dc.identifier.doi10.1002/rrq.68
dc.identifier.issn0034-0553
dc.identifier.urihttps://doi.org/10.1002/rrq.68
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/47176
dc.issue.numeroNo. 2
dc.language.isoen
dc.pagina.final187
dc.pagina.inicio169
dc.revistaReading Research Quarterlyes_ES
dc.rightsacceso restringido
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.otherComprensión de lecturaes_ES
dc.subject.otherEducación preescolares_ES
dc.subject.otherVocabularioes_ES
dc.titleThe Role of Comprehension Monitoring, Theory of Mind, and Vocabulary Depth in Predicting Story Comprehension and Recall of Kindergarten Childrenes_ES
dc.typeartículo
dc.volumenVol. 49
sipa.codpersvinculados93094
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