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. Author manuscript; available in PMC: 2015 Oct 22.
Published in final edited form as: Educ Psychol Rev. 2014 May 16;26(3):379–401. doi: 10.1007/s10648-014-9267-1

Fig. 1.

Fig. 1

Our conceptualization of the bootstrapping and reciprocal effects of interacting linguistic, text and code-based, and cognitive processes, as well as instruction/intervention effects that influence proficient reading for understanding