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A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students’ Reading from First Through Third Grade
Using a longitudinal cluster-randomized controlled design, we examined whether students’ reading outcomes differed when they received 1, 2, or 3 years of individualized reading instruction from first through third grade, compared with a treated control group. More than 45% of students came from fami...
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| Publicat a: | Psychol Sci |
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| Autors principals: | , , , , , |
| Format: | Artigo |
| Idioma: | Inglês |
| Publicat: |
2013
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| Matèries: | |
| Accés en línia: | https://ncbi.nlm.nih.gov/pmc/articles/PMC4737583/ https://ncbi.nlm.nih.gov/pubmed/23785038 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1177/0956797612472204 |
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