Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning
Year: 2019
Type: article
Study design: Observational Study
Institution: Temple University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
Funder: U.S. Department of Education
Award: G4319078998
OpenAlex ID: W2991361251