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.

Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L; Giuliani, Sarah; Ingebrand, Sarah W; McLean, Leigh; Morrison, Frederick J

Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L; Giuliani, Sarah; Ingebrand, Sarah W; McLean, Leigh; Morrison, Frederick J.

Afiliação

Connor CM; Arizona State University and the Learning Sciences Institute.
Spencer M; Florida State University and the Florida Center for Reading Research.
Day SL; Arizona State University and the Learning Sciences Institute.
Giuliani S; Florida State University.
Ingebrand SW; Arizona State University and the Learning Sciences Institute.
McLean L; Arizona State University and the Learning Sciences Institute.
Morrison FJ; University of Michigan.

J Educ Psychol ; 106(3): 762-778, 2014 Aug.

Article em En | MEDLINE | ID: mdl-25400293

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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Tipo de estudo: Prognostic_studies / Risk_factors_studies Idioma: En Revista: J Educ Psychol Ano de publicação: 2014 Tipo de documento: Article

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