Explaining the predictive accuracy of teacher judgments of their students' reading achievement: The role of gender, classroom behavior, and emergent literacy skills in a longitudinal sample of children exposed to poverty

Reading and Writing

Volumn 15, Issue 7-8, 2002, Pages 789-809

  Hecht, Steven A ^a   Greenfield, Daryl B ^b  

^a FLORIDA ATLANTIC UNIVERSITY   (United States)

^b UNIVERSITY OF MIAMI   (United States)

Author keywords

Classroom behavior; Emergent literacy; Phonemic awareness; Phonological awareness; Reading; Teacher ratings

Indexed keywords

EID: 26844506441     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1023/a:1020985701556     Document Type: Article

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