Impact of COVID‐19 on Early Literacy Instruction for Emergent Bilinguals
Author:
Affiliation:
1. Department of Curriculum and Instruction College of Education Pennsylvania State University USA
2. Graduate School of Education Stanford University Stanford, CA 94305 USA
Funder
Spencer Foundation
Publisher
Wiley
Subject
Developmental and Educational Psychology,Education
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1002/rrq.456
Reference32 articles.
1. Standards for reporting on empirical social science;American Educational Research Association;Educational Researcher,2016
2. Achievement Gaps in the Wake of COVID-19
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