The Effect of the COVID-19 Pandemic on Low SES Kindergarteners’ Language Abilities
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10643-023-01444-4.pdf
Reference80 articles.
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3. Apel, K., Diehm, E., & Apel, L. (2013). Using multiple measures of morphological awareness to assess its relation to reading. Topics in Language Disorders, 33(1), 42–56. https://doi.org/10.1097/TLD.0b013e318280f57b.
4. Arnold, D. H., & Doctoroff, G. L. (2003). The early education of socioeconomically disadvantaged children. Annual Review of Psychology, 54(1), 517–545. https://doi.org/10.1146/annurev.psych.54.111301.145442.
5. Bao, X., Qu, H., Zhang, R., & Hogan, T. P. (2020). Modeling reading ability gain in kindergarten children during COVID-19 school closures. International Journal of Environmental Research and Public Health, 17(17), 6371. https://doi.org/10.3390/ijerph17176371.
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