An ethnographic study of interactional factors affecting access of black kindergarten students to participation structures and reading information
This study examined factors related to how the interactive behaviors of a group of Black kindergarten children, as demonstrated within the social organization of the classroom, may be related to reading readiness achievement outcomes. Cultural differences in language use, the demands for cooperation...
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| Format: | Others |
| Language: | en_US |
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Virginia Polytechnic Institute and State University
2017
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| Online Access: | http://hdl.handle.net/10919/76053 |