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Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction
The main purpose of this study was to test the effects of word-problem intervention, with versus without embedded language comprehension instruction, on at-risk 1(st) graders’ word-problem performance. We also isolated the need for a structured approach to word-problem intervention and tested the ef...
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| Publicado no: | J Educ Psychol |
|---|---|
| Main Authors: | , , , , , , , |
| Formato: | Artigo |
| Idioma: | Inglês |
| Publicado em: |
2020
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| Assuntos: | |
| Acesso em linha: | https://ncbi.nlm.nih.gov/pmc/articles/PMC7989819/ https://ncbi.nlm.nih.gov/pubmed/33776137 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1037/edu0000467 |
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