Content-area reading comprehension and teachers’ use of instructional time: effects on middle school students’ social studies knowledge
Crossref DOI link: https://doi.org/10.1007/s11145-018-9925-7
Published Online: 2018-12-03
Published Print: 2019-09
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Toste, Jessica R.
Vaughn, Sharon
Martinez, Leticia R.
Bustillos-SoRelle, Danielle A.
Funding for this research was provided by:
Institute of Education Sciences (R305F100013)
Text and Data Mining valid from 2018-12-03
Version of Record valid from 2018-12-03
Article History
First Online: 3 December 2018