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Contexts of reading instruction: Implications for literacy skills and kindergarteners' behavioral engagement

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Description:
A study the relationships among both kindergarten word-reading and phonological awareness and behavioral engagement, off-task behavior and instructional time in four instructional contexts: teacher or child-managed children's attention, or content or meaning focused instruction, based on data from 170 kindergarteners in 36 classrooms
Resource Type:
Reports & Papers
Country:
United States

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