The longitudinal course of reading development from preschool through elementary school: An application of structural equation modeling

Author(s): Bracken, Stacey Storch
Date Issued: 2004
Description: An investigation of the longitudinal relationship between code-related and oral language emergent literacy skills and reading achievement in low income children
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Source: Unpublished doctoral dissertation, State University of New York at Stony Brook
Topics: Children & Child Development > Child Development & School Readiness > Cognitive Development

Children & Child Development > Child Development & School Readiness > Early Literacy

Parent, School, & Community School Readiness/Child School Success & Performance > School Performance & Success
Country: United States
States: NEW YORK
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