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Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes
Connor, Carol McDonald, 2005
Journal of School Psychology, 43(4), 343-375

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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