The four articles in this issue represent recent developments in
the study of basic processes in L2 reading at the primary level.
The research reported reflects the array of theoretical and
instructional issues targeted currently by researchers who wish to
understand L2 reading development in young children. Ultimately,
this research should be used to help policymakers and educators
make better informed decisions about how L2 literacy instruction
can be enhanced across various sociocultural and linguistic
boundaries.
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