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Questions addressed include: how second-language reading is constrained by linguistic demands both within and across languages; how bilingualism contributes to literacy development; to what extent reading ability facilitates incidental vocabulary acquisition; how language processing competence supports the incorporation of background knowledge during comprehension; how linguistic resources affect solving comprehension problems; and how first- and second-language knowledge jointly shape second-language reading sub-skills. By treating second-language reading as a multi-faceted and multi-lingual construct, the studies in the volume examine a variety of reading sub-skills, ranging from word identification to discourse comprehension, and in so doing, shed substantial light on the unique nature of reading development in a second language.
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