The effect of a multicomponent literacy instruction model on literacy growth for kindergartners and first-grade students in Chile

International Journal of Psychology

Volumn 48, Issue 5, 2013, Pages 747-761

  Pallante, Daniel H ^a   Kim, Young Suk ^b  

^a Ohio Educational Development Center   (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

Author keywords

Chile; CLLIP; Collaborative learning; Multicomponent literacy instruction; Spanish

Indexed keywords

ARTICLE; AWARENESS; CHILD; CHILE; COMPREHENSION; EDUCATIONAL MODEL; EDUCATIONAL STATUS; FEMALE; HUMAN; LANGUAGE; LINGUISTICS; MALE; PHONETICS; PRESCHOOL CHILD; READING; STATISTICS; STUDENT; WRITING;

AWARENESS; CHILD; CHILD, PRESCHOOL; CHILE; COMPREHENSION; EDUCATIONAL STATUS; FEMALE; HUMANS; LANGUAGE; MALE; MODELS, EDUCATIONAL; PHONETICS; READING; STUDENTS; VOCABULARY; WRITING;

EID: 84884272931     PISSN: 00207594     EISSN: 1464066X     Source Type: Journal    
DOI: 10.1080/00207594.2012.719628     Document Type: Article

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