Two-year follow-up of a code-oriented intervention for lower-skilled first-graders: The influence of language status and word reading skills on third-grade literacy outcomes

Reading and Writing

Volumn 26, Issue 6, 2013, Pages 821-843

  Vadasy, Patricia F ^a   Sanders, Elizabeth A ^b  

^a Washington Research Institute   (United States)

^b UNIVERSITY OF WASHINGTON   (United States)

Author keywords

English language learner; First grade; Follow up; Intervention; Language minority; Longitudinal studies; Multilevel modeling; Randomized trial; Reading; Third grade

Indexed keywords

EID: 84878555745     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11145-012-9393-4     Document Type: Article

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