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Reading achievement gaps, correlates, and moderators of early reading achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) kindergarten to first grade sample

Description:
A longitudinal analysis of young minority children's reading skills as compared with non-minority children's reading skills and an examination of the effects of kindergarten-entry reading preparation on their first grade academic achievements using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99
Resource Type:
Reports & Papers
Author(s):
Chatterji Madhabi
Publisher(s):
American Psychological Association
Country:
United States

- Related Resources

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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Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999

https://www.childandfamilydataarchive.org/cfda/archives/cfda/studies/3676

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