Improving Language-Focused Comprehension Instruction in Primary-Grade Classrooms: Impacts of the Let’s Know! Experimental Curriculum

Educational Psychology Review

Volumn 26, Issue 3, 2014, Pages 357-377

  Language and Reading Research Consortium, ^h   Pratt, Amy ^a   Logan, Jessica ^a   Justice, Laura M ^a   Lomax, Richard ^a   O’Connell, Ann ^a   Pentimonti, Jill ^a   Petrill, Stephen A ^a   Piasta, Shayne B ^a   Gray, Shelley ^b   Restrepo, Maria Adelaida ^b   Cain, Kate ^c   Catts, Hugh ^d,f   Bridges, Mindy ^d   Nielsen, Diane ^d   Hogan, Tiffany ^e,g   Bovaird, Jim ^e   Nelson, J Ron ^e  

^a OHIO STATE UNIVERSITY   (United States)

^b ARIZONA STATE UNIVERSITY   (United States)

^c LANCASTER UNIVERSITY   (United Kingdom)

^d UNIVERSITY OF KANSAS   (United States)

^e UNIVERSITY OF NEBRASKA LINCOLN   (United States)

^f FLORIDA STATE UNIVERSITY   (United States)

^g MGH INSTITUTE OF HEALTH PROFESSIONS   (United States)

^h NONE

Author keywords

Classroom processes; Language intervention; Reading comprehension

Indexed keywords

EID: 84956693543     PISSN: 1040726X     EISSN: 1573336X     Source Type: Journal    
DOI: 10.1007/s10648-014-9275-1     Document Type: Article

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