| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 6845197 | Learning and Individual Differences | 2013 | 12 Pages |
Abstract
⺠This study used multi-group structural equations to fit and evaluation moderated mediation models. ⺠Our interest was in the relation of theory, program, and evaluation. ⺠Sixth-graders improved in predictable ways after an intensive, yearlong reading intervention. ⺠Verbal knowledge is less proximal to comprehension in proficient processers of text.
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Authors
Greg Roberts, Jack M. Fletcher, Karla K. Stuebing, Amy E. Barth, Sharon Vaughn,