A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension.

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  • Author(s): Kim, James S., ORCID 0000-0002-6415-5496. Graduate School of Education, Harvard University, Cambridge, MA, US, Kim, James S., ORCID 0000-0002-6415-5496. Graduate School of Education, Harvard University, Cambridge, MA, US, ; Burkhauser, Mary A.. Graduate School of Education, Harvard University, Cambridge, MA, US; Relyea, Jackie Eunjung, ORCID Relyea, Jackie Eunjung, ORCID 0000-0002-7560-7136. College of Education, North Carolina State University, Raleigh, NC, US; Gilbert, Joshua B., ORCID Gilbert, Joshua B., ORCID 0000-0001-5553-0664. Graduate School of Education, Harvard University, Cambridge, MA, US; Scherer, Ethan, ORCID Scherer, Ethan, ORCID 0000-0002-6548-7724. Graduate School of Education, Harvard University, Cambridge, MA, US; Fitzgerald, Jill, ORCID Fitzgerald, Jill, ORCID 0000-0001-9462-5017. School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, US; Mosher, Douglas, ORCID Mosher, Douglas, ORCID 0000-0001-5722-9218. Graduate School of Education, Harvard University, Cambridge, MA, US; McIntyre, Joseph, ORCID McIntyre, Joseph, ORCID 0000-0002-5912-0811. Graduate School of Education, Harvard University, Cambridge, MA, US
  • Source:
    Journal of Educational Psychology, Jun 09, 2022.
  • Publisher:
    US : American Psychological Association
  • Publication Type:
    Journal; Peer Reviewed Journal
  • Additional Information
    • Other Publishers:
      US : Warwick & York
    • Supplemental Data:
      Experimental Materials Internet
      Tables and Figures Internet