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Socioeconomic status and gender influences on children's dialectal variations
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Social class, spoken language and pattern of care as determinants of continuity of carer in maternity services in east London
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In: J PUBLIC HEALTH MED , 19 (2) 156 - 161. (1997) (1997)
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Sociological Foundations Supporting the Study of Cultural diversity
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In: Mehan, Hugh. (1991). Sociological Foundations Supporting the Study of Cultural diversity. Center for Research on Education, Diversity & Excellence. UC Berkeley: Center for Research on Education, Diversity and Excellence. Retrieved from: http://www.escholarship.org/uc/item/0xb777zn (1991)
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Ethnicity, Geography, and Occupational Achievement of Hispanic Men in the United States
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In: DTIC AND NTIS (1990)
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Sprach- und Intelligenzleistungen gegenüber sozialer Schicht und Familiensituation
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Survey of Income and Education, 1976: Hispanic Extract ... : Version 1 ...
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Survey of Income and Education, 1976: Hispanic Extract ... : Archival Version ...
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Acceptability of treatment: The effects of socioeconomic status and intellectual level on teachers' ratings of interventions
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In: Student Work (1984)
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電腦輔助教學對國小學童閩南語通用拼音教學成效之研究 ; A Study of CAI (Computer-Assisted Instruction) Effects for Elementary School Children in Minnan Dialect Universal Spelling Teaching
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Socioeconomic background modulates cognition–achievement relationships in reading
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In: http://www.psych.upenn.edu/%7Emfarah/Development-Reading.pdf
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Abstract:
Multiple factors contribute to individual differences in reading ability. The two most thoroughly examined are socioeconomic status (SES) and phonological awareness (PA). Although these factors are often investigated individually, they are rarely considered together. Here we propose that SES systematically influences the relationship between PA and reading ability, and test this prediction in 150 first-graders of varying SES and PA. Results confirm a multiplicative relationship between SES and PA in decoding skills, such that decreased access to resources may amplify cognitive risk factors for poor decoding, whereas greater access to resources may buffer reading skills among children with weaker PA. Attempts to identify the cognitive and experiential factors driving development must acknowledge the complex, synergizing relations between these factors. © 2006 Elsevier Inc. All rights reserved.
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Keyword:
Cognition; Language; Phonological awareness; Reading; Socioeconomic status
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URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.192.280 http://www.psych.upenn.edu/%7Emfarah/Development-Reading.pdf
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Socioeconomic background modulates cognition–achievement relationships in reading
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In: https://www.sacklerinstitute.org/cornell/people/bruce.mccandliss/publications/publications/Noble.etal.2006.CogDev.pdf
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A COMPARATIVE ANALYSIS OF MENTAL ABILITY AND SOCIAL ORIGIN AS DETERMINANTS OF SUCCESS
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In: http://www.kirj.ee/public/trames/trames-2006-3-3.pdf
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The Employment Situation of Students in their Final Semester at FCyA-UNAM and the Family's Socioeconomic Level 1
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In: http://www.comie.org.mx/revista/PdfsEnglish/Carpeta17/17invest1Engl.pdf
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What Story Circles Reveal about Preschool Children's Storytelling.
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