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Relations among student attention behaviors, teacher practices, and beginning word reading skill

A study of the relationship between teacher ratings of student attention behaviors and kindergarten word reading above and beyond the contribution of vocabulary and phonological awareness, and additional analyses of the moderating role of teacher use of task orienting, behavior management techniques, and individualized instruction, based on data from 432 students from 10 different schools within the same school district in northern Florida
Resource Type:
Reports & Papers
United States

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