A stage-sequential model of reading transitions: Evidence from the early childhood longitudinal study

Journal of Educational Psychology

Volumn 97, Issue 4, 2005, Pages 551-563

  Kaplan, David ^a   Walpole, Sharon ^a  

^a UNIVERSITY OF DELAWARE   (United States)

Author keywords

Developmental transitions; Poverty; Reading development

Indexed keywords

EID: 32844455633     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.97.4.551     Document Type: Review

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