Fadeout in an early mathematics intervention: Constraining content or preexisting differences?

Developmental Psychology

Volumn 52, Issue 9, 2016, Pages 1457-1469

  Bailey, Drew H ^a   Nguyen, Tutrang ^a   Jenkins, Jade Marcus ^a   Domina, Thurston ^b   Clements, Douglas H ^c   Sarama, Julie S ^c  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF NORTH CAROLINA   (United States)

^c UNIVERSITY OF DENVER   (United States)

Author keywords

Early childhood; Interventions; Mathematics achievement

Indexed keywords

ACHIEVEMENT; EARLY CHILDHOOD INTERVENTION; EDUCATION; FEMALE; FOLLOW UP; HUMAN; INDIVIDUALITY; LANGUAGE DEVELOPMENT; LANGUAGE TEST; MALE; MATHEMATICAL PHENOMENA; PRESCHOOL CHILD; PSYCHOLOGICAL MODEL; READING; SCHOOL; SOCIOECONOMICS;

ACHIEVEMENT; CHILD LANGUAGE; CHILD, PRESCHOOL; EARLY INTERVENTION (EDUCATION); EDUCATIONAL MEASUREMENT; FEMALE; FOLLOW-UP STUDIES; HUMANS; INDIVIDUALITY; LANGUAGE TESTS; MALE; MATHEMATICAL CONCEPTS; MODELS, PSYCHOLOGICAL; READING; SCHOOLS; SOCIOECONOMIC FACTORS;

EID: 84983801000     PISSN: 00121649     EISSN: None     Source Type: Journal    
DOI: 10.1037/dev0000188     Document Type: Article

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