The interplay between teacher beliefs, instructional practices, and students’ reading achievement: national evidence from PIRLS 2021 using path analysis
Abstract Background Reading and reading comprehension are crucial skills, yet many students in grade 4 struggle with them. To address this, several instructional practices have gained popularity. For one, explicit reading strategy instruction (ERSI) is deemed useful, given the finding that successfu...
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| Autors principals: | , , , |
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| Format: | Artigo |
| Idioma: | Inglês |
| Publicat: |
SpringerOpen
2024-08-01
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| Col·lecció: | Large-scale Assessments in Education |
| Matèries: | |
| Accés en línia: | https://doi.org/10.1186/s40536-024-00212-z |
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