Modeling the Interaction of Academic Self-Beliefs, Frequency of Reading at Home, Emotional Support, and Reading Achievement: An RCT Study of At-Risk Early Readers in First Grade and Second Grade

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Evaluation study design – a pluralist approach to evidence

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Modeling the Interaction of Academic Self-Beliefs, Frequency of Reading at Home, Emotional Support, and Reading Achievement: An RCT Study of At-Risk Early Readers in First Grade and Second Grade

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http://www.wikidata.org/entity/Q58882534

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im Juli 2015 veröffentlichter wissenschaftlicher Artikel

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wetenschappelijk artikel

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наукова стаття, опублікована в липні 2015

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Modeling the Interaction of Ac ...... n First Grade and Second Grade

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Modeling the Interaction of Ac ...... n First Grade and Second Grade

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Modeling the Interaction of Ac ...... n First Grade and Second Grade

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Modeling the Interaction of Ac ...... n First Grade and Second Grade

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Modeling the Interaction of Ac ...... n First Grade and Second Grade

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Modeling the Interaction of Ac ...... n First Grade and Second Grade

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Modeling the Interaction of Ac ...... n First Grade and Second Grade

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P2860

Self-efficacy: toward a unifying theory of behavioral change

The revised CONSORT statement for reporting randomized trials: explanation and elaboration

Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?

Children's perceptions of the classroom environment and social and academic performance: a longitudinal analysis of the contribution of the Responsive Classroom approach.

The Responsive Classroom approach and fifth grade students' math and science anxiety and self-efficacy.

Adaptive and Effortful Control and Academic Self-efficacy Beliefs on Achievement: A Longitudinal Study of 1 through 3 Graders

Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: unidimensional and multidimensional perspectives of self-concept.

Child Effortful Control, Teacher-student Relationships, and Achievement in Academically At-risk Children: Additive and Interactive Effects.

Unique and protective contributions of parenting and classroom processes to the adjustment of African American children living in single-parent families.

The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach.

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339-370

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scholarly article

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10.1080/02702711.2015.1055870

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Allyn Fives

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2015-07-01T00:00:00Z

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Modeling the Interaction of Academic Self-Beliefs, Frequency of Reading at Home, Emotional Support, and Reading Achievement: An RCT Study of At-Risk Early Readers in First Grade and Second Grade

about

P2860

P2860

Modeling the Interaction of Academic Self-Beliefs, Frequency of Reading at Home, Emotional Support, and Reading Achievement: An RCT Study of At-Risk Early Readers in First Grade and Second Grade

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P1476

P2860

P304

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P356

P433

P478

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P356

P1433

P1476

P2860

P304

P31

P356

P433

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