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Corrigendum to Associations between teacher–child relationships, children's literacy achievement, and social competencies for struggling and non-struggling readers in early elementary school: [Early Childhood Research Quarterly (2019) 124–133 / https://doi.org/10.1016/j.ecresq.2018.09.005]
Early Childhood Research Quarterly ( IF 3.815 ) Pub Date : 2022-06-20 , DOI: 10.1016/j.ecresq.2022.06.001 Cheryl Varghese , Lynne Vernon-Feagans , Mary E. Bratsch-Hines
Early Childhood Research Quarterly ( IF 3.815 ) Pub Date : 2022-06-20 , DOI: 10.1016/j.ecresq.2022.06.001 Cheryl Varghese , Lynne Vernon-Feagans , Mary E. Bratsch-Hines
Abstract not available
中文翻译:
小学早期有困难和没有困难的读者的师生关系、儿童识字成绩和社会能力之间的关联更正:[幼儿研究季刊 (2019) 124–133 / https://doi.org/10.1016/ j.ecresq.2018.09.005]
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更新日期:2022-06-21
中文翻译:
小学早期有困难和没有困难的读者的师生关系、儿童识字成绩和社会能力之间的关联更正:[幼儿研究季刊 (2019) 124–133 / https://doi.org/10.1016/ j.ecresq.2018.09.005]
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