Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes

Author(s): Connor, Carol McDonald; Son, Seung-Hee; Hindman, Annemarie H.; Morrison, Frederick J.;
Date Issued: 2005
Publisher(s): Elsevier Science (Firm)
Description: A study of the association of teacher qualification and observed classroom practice as they relate to children’s vocabulary and early reading skills, based on an ecological model incorporating children’s language and word recognition skills prior to school entry, their home and preschool learning environments, and family socio-economic status
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Funder(s): National Institute of Child Health and Human Development (U.S.) ; United States. Department of Education
Journal Title: Journal of School Psychology
Volume Number: 43
Issue Number: 4
Page Range: 343-375
Topics: Children & Child Development > Child Development & School Readiness > Early Literacy

Parents & Families

Child Care & Early Education Provider Workforce > Education, Certification, & Credentialing
Country: United States
States: ARKANSAS, CALIFORNIA, KANSAS, MASSACHUSETTS, NORTH CAROLINA, PENNSYLVANIA, VIRGINIA, WASHINGTON, WISCONSIN
ISSN: 0022-4405 Paper
Peer Reviewed: yes
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