Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes

Journal of Educational Psychology

Volumn 106, Issue 3, 2014, Pages 762-778

  Connor, Carol McDonald ^a   Spencer, Mercedes ^b   Day, Stephanie L ^a   Giuliani, Sarah ^c   Ingebrand, Sarah W ^a   McLean, Leigh ^a   Morrison, Frederick J ^d  

^a ARIZONA STATE UNIVERSITY   (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

^c FLORIDA STATE UNIVERSITY   (United States)

^d UNIVERSITY OF MICHIGAN   (United States)

Author keywords

Child individual differences; Classroom observation; Differentiated instruction; Intervention; Language; Reading

Indexed keywords

EID: 84894255514     PISSN: 00220663     EISSN: 19392176     Source Type: Journal    
DOI: 10.1037/a0035921     Document Type: Article

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