Exploratory and confirmatory factor analyses in reading-related cognitive component among grade four students in Thailand

Chen-Huei LiaoDepartment of Special Education, National Taichung University of Education, Taichung City, Taiwan

Bor-Chen KuoGraduate Institute of Educational Information and Measurement, National Taichung University of Education, Taichung City, TaiwanCorrespondence[email protected]

Exkarach DeenangGraduate Institute of Educational Information and Measurement, National Taichung University of Education, Taichung City, Taiwan;Graduate School, Udon Thani Rajabhat University, Udon Thani, Thailand

Magdalena Mo Ching MokDepartment of Psychology Studies, The Hong Kong Institute of Education, Tai Po, New Territories, Hong Kong

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Huilin Chen, Yuyang Cai & Jimmy de la Torre. (2023) Investigating Second Language (L2) Reading Subskill Associations: A Cognitive Diagnosis Approach. Language Assessment Quarterly 20:2, pages 166-189.
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Hila Axelrad, Rima Drizin, Miki Malul & Mosi Rosenboim. (2022) Does future time perspective predict motivation to learn?. International Journal of School & Educational Psychology 10:1, pages 94-104.
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Chen-Huei Liao, Bor-Chen Kuo, Chieh-Ju Tsao & Magdalena Mo Ching Mok. (2020) Predictors of Chinese reading and literacy skills among Chinese school children: a 3-year longitudinal study. Educational Psychology 40:7, pages 838-855.
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Bor-Chen Kuo & Jimmy de la Torre. (2016) Editorial. Educational Psychology 36:6, pages 1047-1048.
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