The impact of science knowledge, reading skill, and reading strategy knowledge on more traditional "high-stakes" measures of high school students' science achievement

American Educational Research Journal

Volumn 44, Issue 1, 2007, Pages 161-196

  O'Reilly, Tenaha ^a   McNamara, Danielle S ^b  

^a EDUCATIONAL TESTING SERVICE   (United States)

^b UNIVERSITY OF MEMPHIS   (United States)

Author keywords

Cognitive ability; Compensation; Gender; Prediction; Science achievement

Indexed keywords

EID: 34047275959     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/0002831206298171     Document Type: Article

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