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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

Resource Type: Reports & Papers
Author(s): Chatterji, Madhabi;
Date Issued: August 2006
Publisher(s): American Psychological Association
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
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Journal Title: Journal of Educational Psychology
Volume Number: 98
Issue Number: 3
Page Range: 489-507
Topics: Children & Child Development > Child Development & School Readiness > Early Literacy
Country: United States
ISSN: 1939-2176 Online
0022-0663 Paper
Peer Reviewed: yes
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Related Datasets are available in the Child and Family Data Archive

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


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