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Is exposure to dialogic instruction associated with improvements in middle-school students’ argumentative writing and knowledge of argument concepts? Evidence from propensity score analyses

Crossref DOI link: https://doi.org/10.1007/s11145-025-10740-x

Published Online: 2025-12-10

Published Print: 2026-03

Update policy: https://doi.org/10.1007/springer_crossmark_policy

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