Early Maternal Language Input and Classroom Instructional Quality in Relation to Children's Literacy Trajectories From Pre-Kindergarten Through Fifth Grade.

Both early childhood maternal language input and the quality of classroom instruction in elementary school have been shown to be important environmental supports in predicting children's literacy skill development. However, no studies have simultaneously examined these two environmental supports in...

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Bibliographic Details
Published in:	Developmental Psychology Vol. 58; no. 6; pp. 1066 - 1083
Main Authors:	Vernon-Feagans, Lynne, Carr, Robert C., Bratsch-Hines, Mary, Willoughby, Michael
Format:	Article
Published:	American Psychological Association Jun2022
Subjects:	North Carolina School environment Literacy Mothers Teaching Rural conditions Language & languages Task performance Language acquisition Preschools Vocabulary Elementary schools School children Mother-child relationship Reading Children Surveys Books Descriptive statistics Video recording
Online Access:	View this record in EBSCOhost

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