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The long-term effect of whole language instruction on kindergarten students' reading comprehension after a two-year period, as measured by standardized reading comprehension scores.

机译：以标准化阅读理解分数来衡量，两年后，全语言教学对幼儿园学生阅读理解的长期影响。

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作者
Dornbos, Karen L.;
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作者单位

Michigan State University.;

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授予单位 Michigan State University.;
学科 Language arts.;Early childhood education.;Reading instruction.
学位 Ph.D.
年度 1991
页码 137 p.
总页数 137
原文格式 PDF
正文语种 eng
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The long-term effect of whole language instruction on kindergarten students' reading comprehension after a two-year period, as measured by standardized reading comprehension scores.

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