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A multilevel model of child- and classroom-level psychosocial factors that support language and literacy resilience of children in Head Start

Description:
A study of the relationships among classroom process quality, children's psychosocial strengths, and changes in both language and literacy scores of preschoolers measured throughout the year, based on data from 275 children in 29 Florida Head Start classrooms
Resource Type:
Reports & Papers
Country:
United States
State(s)/Territories/Tribal Nation(s):
Florida

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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