The Impact of a Structured Reading Curriculum and Repeated Reading on the Performance of Junior High Students With Emotional and Behavioral Disorders
Year: 2004
Type: article
Study design: Clinical Trial
Source: School Psychology Review
Institution: Vanderbilt University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
OpenAlex ID: W80537139