학술논문
Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention.
Document Type
Journal Article
Author
Kim, James S., ORCID 0000-0002-6415-5496. Graduate School of Education, Harvard University, Cambridge, MA, US, james_kim@harvard.edu; Burkhauser, Mary A.. Graduate School of Education, Harvard University, Cambridge, MA, US; Mesite, Laura M.. Graduate School of Education, Harvard University, Cambridge, MA, US; Asher, Catherine A.. Graduate School of Education, Harvard University, Cambridge, MA, US; Relyea, Jackie Eunjung, ORCID 0000-0002-7560-7136. Graduate School of Education, Harvard University, Cambridge, MA, US; Fitzgerald, Jill. School of Education, The University of North Carolina at Chapel Hill, Chapel Hill, NC, US; Elmore, Jeff. MetaMetrics, Durham, NC, US
Source
Subject
*Intervention ; *Literacy Programs ; *Reading Comprehension ; *Sciences ; *Student Engagement ; Elementary School Students ; Reading ; School Learning ; Test Construction
Language
English
ISSN
0022-0663 (Print)
1939-2176 (Electronic)
1939-2176 (Electronic)