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Prevention: Necessary but Insufficient?: A Two-Year Follow-Up of Effective First-Grade Mathematics Intervention
We present 1(st)-grade, 2(nd)-grade, and 3(rd)-grade impacts for a 1(st)-grade intervention targeting the conceptual and procedural bases that support arithmetic. At-risk students (average age at pretest = 6.5) were randomly assigned to 3 conditions: a control group (n = 224) and 2 variants of the i...
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| Publicado no: | Child Dev |
|---|---|
| Main Authors: | , , , , |
| Formato: | Artigo |
| Idioma: | Inglês |
| Publicado em: |
2018
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| Assuntos: | |
| Acesso em linha: | https://ncbi.nlm.nih.gov/pmc/articles/PMC6483898/ https://ncbi.nlm.nih.gov/pubmed/30358181 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1111/cdev.13175 |
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