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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
Maier, Michelle; Vitiello, Virginia E.; Greenfield, Daryl B. , Q1 2012

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

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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