ERIC Number: EJ464053
Record Type: CIJE
Publication Date: 1992
Reference Count: 0
Teacher-Student Discordance and First-Grade Reading Comprehension: Exploration of an Ecological Construct.
Johnson, G. M.; Johnson, J. A.
Canadian Journal of Special Education, v8 n1 p55-69 1992
Fifty-three failure-prone students being promoted to first grade were profiled by kindergarten teachers, and incompatibility with subsequently assigned first-grade teachers was determined. Results indicate that teacher-student incompatibility may be related to end-of-first-grade deficits in student reading achievement. (Author/JDD)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A