Burgoyne, K., Whiteley, H. E & Hutchinson, JM. (2011). The development of comprehension and reading-related skills in a sample of children learning English as an additional language and their monolingual, English-Speaking Peers. British Journal of Educational Psychology,81(2), 344-354. United Kingdom: John Wiley & Sons Ltd. Retrieved from https://doi.org/10.1348/000709910X504122
Background. A significant number of pupils in UK schools learn English as an additional language (EAL). Relative differences between the educational attainment of this group and monolingual, English-speaking pupils call for an exploration of the literacy needs of EAL learners.
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