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Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes

A study of the association of teacher qualification and observed classroom practice as they relate to children?s vocabulary and early reading skills, based on an ecological model incorporating children?s language and word recognition skills prior to school entry, their home and preschool learning environments, and family socio-economic status
Resource Type:
Reports & Papers
United States
Arkansas; California; Kansas; Massachusetts; North Carolina; Pennsylvania; Virginia; Washington; Wisconsin

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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