Validating theoretical assumptions about reading with cognitive diagnosis models

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DOI:10.1080/15305058.2021.1931238
文献类型：期刊论文
补充材料：只需要正文
文献链接：https://doi.org/10.1080/15305058.2021.1931238

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Abstract：Abstract Modern large-scale studies such as the Progress in International Reading Literacy Study (PIRLS) do not only report reading competence of students on a global reading scale but also

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