Differential Effects of Literacy Instruction Time and Homogeneous Ability Grouping in Kindergarten Classrooms: Who Will Benefit? Who Will Suffer?

Educational Evaluation and Policy Analysis

Volumn 34, Issue 1, 2012, Pages 69-88

  Hong, Guanglei ^a   Corter, Carl ^b   Hong, Yihua ^b   Pelletier, Janette ^b  

^a UNIVERSITY OF CHICAGO   (United States)

^b UNIVERSITY OF TORONTO   (Canada)

Author keywords

elementary reading instruction; instructional differentiation; internalizing problem behaviors; literacy growth; propensity score; within class grouping

Indexed keywords

EID: 84857393225     PISSN: 01623737     EISSN: 19351062     Source Type: Journal    
DOI: 10.3102/0162373711424206     Document Type: Article

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