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Experimental effects of Word Generation on vocabulary, academic language, perspective taking, and reading comprehension in high-poverty schools

Citation:

Jones, S., LaRusso, M., Kim, J., Kim, H. Y., Selman, R., Uccelli, P., Barnes, S., et al. (2019). Experimental effects of Word Generation on vocabulary, academic language, perspective taking, and reading comprehension in high-poverty schools. Journal of Research on Educational Effectiveness , 1-36.

Date Published:

08
See also: Educational practices and interventions: Promoting learners’ voices in the US & abroad
Last updated on 08/08/2020