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ERIC Number: EJ457443
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0704-7509
Teacher-Student Congruence and First Grade Reading Achievement: Predictive Validation of an Interactional Educational Construct.
Johnson, Genevieve Marie; Johnson, Julia Ann
B.C. Journal of Special Education, v16 n2 p183-97 1992
Teacher-Student Congruence was quantified by comparing 52-item descriptive profiles of 38 at-risk students, completed by both kindergarten teachers and receiving first-grade teachers, and reading achievement scores. Congruence in terms of student readiness, language, and perceptual/motor descriptors evidenced predictive validity. (Author/JDD)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A