The Cross-sectional and Longitudinal Relationships of Early Childhood School Assessment Policies with Reading Instruction and Reading Achievement: Evidence from Early Childhood Longitudinal Study
abstract: The purposes of this study were (1) to examine the direct and indirect effect of school-level testing policies on reading achievement though changes in amount and types of reading instruction, (2) to investigate the reading trajectories moderated by school-level testing policies longitudin...
| Other Authors: | |
|---|---|
| Format: | Doctoral Thesis |
| Language: | English |
| Published: |
2015
|
| Subjects: | |
| Online Access: | http://hdl.handle.net/2286/R.I.35961 |