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Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.
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In: Child development, vol 87, iss 6 (2016)
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Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement.
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In: Journal of school psychology, vol 56 (2016)
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3 |
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School
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BASE
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Show details
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4 |
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.
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BASE
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Show details
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