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This was based on the literature and prior (mainly) cross-sectional research which describe textbooks as playing an important role in the curriculum that is taught to students on a daily basis. The results of both models showed that textbooks do not affect student's average learning progress in reading comprehension and evolution in engagement between the fourth grade and sixth grade in Flanders. Hence, the hypotheses were rejected. Copyright © 2020 Dockx, Bellens and De Fraine.The study considers development and use of verb/predicate
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