Explaining Variance in Comprehension for Students in a High-Poverty Setting-Reference-Cited by-同舟云学术

Explaining Variance in Comprehension for Students in a High-Poverty Setting

Published:2015-12-14 Issue:5 Volume:32 Page:427-453
ISSN:1057-3569
Container-title:Reading & Writing Quarterly
language:en
Short-container-title:Reading & Writing Quarterly

Author:

Conradi Kristin¹,Amendum Steven J.²,Liebfreund Meghan D.¹

Affiliation:

1. North Carolina State University, Raleigh, North Carolina, USA

2. University of Delaware, Newark, Delaware, USA

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10573569.2014.994251

Reference109 articles.

1. Aber, J. L. (2007, May).Poverty and child development: Scientific advances and policy implications.Paper presented at the National Summit on America's Children, Washington, DC.

2. Should the Simple View of Reading Include a Fluency Component?

3. Afflerbach, P. (2004).National Reading Conference policy brief: High stakes testing and reading assessment.Retrieved from http://literacyresearchassociation.org/publications/HighStakesTestingandReadingAssessment.pdf

4. Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts.

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