Read Writ (2012) 25:1795 DOI 10.1007/s11145-011-9351-6 ERRATUM Erratum to: The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school • • C. Patrick Proctor Rebecca D. Silverman Jeffrey R. Harring Christine Montecillo Published online: 1 December 2011 Springer Science+Business Media B.V. 2011 Erratum to: Read Writ DOI 10.1007/s11145-011-9336-5 Acknowledgment of the funder was omitted from the original publication of this article, and appears below: Acknowledgments The research reported here was funded by a grant from the Institute of Education Sciences, U.S. Department of Education, to the University of Maryland (No. R305A090152). The opinions expressed are those of the authors and do not represent views of the institute or the U.S. Department of Education. The online version of the original article can be found under doi:10.1007/s11145-011-9336-5. C. P. Proctor (&) C. Montecillo Department of Curriculum & Instruction, Lynch School of Education, Boston College, 140 Commonwealth Ave., Chestnut Hill, MA 02467, USA e-mail: email@example.com R. D. Silverman Department of Special Education, University of Maryland, College Park, MD, USA J. R. Harring Department of Measurement, Statistics, & Evaluation, University of Maryland, College Park, MD, USA
Reading and Writing – Springer Journals
Published: Dec 1, 2011
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