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Connor CM, Spencer M, Day SL, et al. Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes. J Educ Psychol. 2014;106(3):762-778doi: 10.1037/a0035921.
Connor, C. M., Spencer, M., Day, S. L., Giuliani, S., Ingebrand, S. W., McLean, L., & Morrison, F. J. (2014). Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes. Journal of educational psychology, 106(3), 762-778. https://doi.org/10.1037/a0035921
Connor, Carol McDonald, et al. "Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes." Journal of educational psychology vol. 106,3 (2014): 762-778. doi: https://doi.org/10.1037/a0035921
Connor CM, Spencer M, Day SL, Giuliani S, Ingebrand SW, McLean L, Morrison FJ. Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes. J Educ Psychol. 2014 Aug;106(3):762-778. doi: 10.1037/a0035921. PMID: 25400293; PMCID: PMC4229844.
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