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Classroom academic and social context: Relationships among emergent literacy, behavioural functioning and teacher curriculum goals in kindergarten

Description:
A study of the relationship between both the literacy skills and behavior of kindergarteners and the level of emphasis of each skill in the classroom curricula, based on data from a longitudinal study of 162 former Head Start children attending 54 kindergarten classrooms on Long Island
Resource Type:
Reports & Papers
Country:
United States
State(s)/Territories/Tribal Nation(s):
New York

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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