Reading Demands in Secondary School: Does the Linguistic Complexity of Textbooks Increase With Grade Level and the Academic Orientation of the School Track?

dc.contributor.author	Berendes, Karin
dc.contributor.author	Meurers, Walt Detmar
dc.contributor.author	Bryant, Doreen
dc.contributor.author	Wagner, Wolfgang
dc.contributor.author	Chinkina, Maria
dc.contributor.author	Trautwein, Ulrich
dc.date.accessioned	2019-10-25T09:53:56Z
dc.date.available	2019-10-25T09:53:56Z
dc.date.issued	2018
dc.identifier.issn	1939-2176
dc.identifier.uri	http://hdl.handle.net/10900/93918
dc.language.iso	en	en
dc.publisher	Amer Psychological Assoc	de_DE
dc.relation.uri	http://dx.doi.org/10.1037/edu0000225
dc.subject.ddc	150	de_DE
dc.title	Reading Demands in Secondary School: Does the Linguistic Complexity of Textbooks Increase With Grade Level and the Academic Orientation of the School Track?	de_DE
dc.type	Article	de_DE
utue.quellen.id	20190321153956_02787
utue.publikation.seiten	518-543	de_DE
utue.personen.roh	Berendes, Karin
utue.personen.roh	Vajjala, Sowmya
utue.personen.roh	Meurers, Detmar
utue.personen.roh	Bryant, Doreen
utue.personen.roh	Wagner, Wolfgang
utue.personen.roh	Chinkina, Maria
utue.personen.roh	Trautwein, Ulrich
dcterms.isPartOf.ZSTitelID	Journal of Educational Psychology	de_DE
dcterms.isPartOf.ZS-Issue	4	de_DE
dcterms.isPartOf.ZS-Volume	110	de_DE
utue.fakultaet	Universität Tübingen (ohne Fakultätsangabe)