Poverty, Parent Involvement, and Children’s Reading Skills: Testing the Compensatory Effect of the Amount of Classroom Reading Instruction

Brittany GayDepartment of Psychology, University of MarylandCorrespondence[email protected]

Susan SonnenscheinDepartment of Psychology, University of Maryland

Shuyan SunDepartment of Psychology, University of Maryland

Linda BakerDepartment of Psychology, University of Maryland

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Hamonangan Tambunan, Marsangkap Silitonga & Nelson Sinaga. (2023) Parents involvement in elementary schools learning through flipped classrooms in Indonesia. Education 3-13 51:6, pages 919-930.
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Tianxue Cui, Chester Chun Seng Kam, Emily Hongzhen Cheng & Qimeng Liu. (2022) Exploring the factors relating to academic resilience among students with socioeconomic disadvantages: Factors from individual, school, and family domains. Psychology in the Schools 60:4, pages 1186-1201.
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Poverty, Parent Involvement, and Children’s Reading Skills: Testing the Compensatory Effect of the Amount of Classroom Reading Instruction

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Poverty, Parent Involvement, and Children’s Reading Skills: Testing the Compensatory Effect of the Amount of Classroom Reading Instruction

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