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Direct linkCurby, Timothy W.; Rimm-Kaufman, Sara E.; Ponitz, Claire Cameron – Journal of Educational Psychology, 2009
This study examined the extent to which the quality of teacher-child interactions and children's achievement levels at kindergarten entry were associated with children's achievement trajectories. Rural students (n = 147) were enrolled in a longitudinal study from kindergarten through first grade. Growth trajectories (initial level and slope) were…
Descriptors: Academic Achievement, Phonological Awareness, Young Children, Kindergarten
