Explaining Social Class Differences in Growth of Reading Skills from Beginning Kindergarten through Fourth-Grade: The Role of Phonological Awareness, Rate of Access, and Print Knowledge.

Hecht, Steven A.; Burgess, Stephen R.; Torgesen, Joseph K.; Wagner, Richard K.; Rashotte, Carol A.

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Peer reviewed

ERIC Number: EJ603217

Record Type: Journal

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0922-4777

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Explaining Social Class Differences in Growth of Reading Skills from Beginning Kindergarten through Fourth-Grade: The Role of Phonological Awareness, Rate of Access, and Print Knowledge.

Hecht, Steven A.; Burgess, Stephen R.; Torgesen, Joseph K.; Wagner, Richard K.; Rashotte, Carol A.

Reading and Writing: An Interdisciplinary Journal, v12 n1-2 p99-127 Mar 2000

Presents a longitudinal study that aims to further understanding of reasons for social class differences in growth of decoding and reading comprehension skills from beginning kindergarten through children's fourth grade year. Finds that the reasons for social class differences in growth of reading skills depended on the time interval that was considered. (SC)

Descriptors: Decoding (Reading), Elementary Education, Longitudinal Studies, Reading Comprehension, Social Class, Social Differences

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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