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How Entering Ability and Instructional Settings and Not the Length of the School Day Mediate Kindergartners' Reading Performance. Technical Report No. 466.
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Meyer, Linda A.; And Others – 1989
As part of a longitudinal study of the acquisition of reading skills, a study tested kindergarten children at the beginning and end of their kindergarten year. The children were also observed for nine full days in their classrooms. Subjects were approximately 650 children in two cohorts. Data were collected in three school districts in Illinois,…
Descriptors: Classroom Environment, Classroom Research, Kindergarten, Kindergarten Children