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Redefining the Word Gap from a Cumulative Risk Perspective
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Redefining the Word Gap from a Cumulative Risk Perspective. |
| 개인저자 | Lease, Erin M. |
| 단체저자명 | University of Minnesota. Educational Psychology. |
| 발행사항 | [S.l.]: University of Minnesota., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 90 p. |
| 기본자료 저록 | Dissertation Abstracts International 80-01A(E). Dissertation Abstract International |
| ISBN | 9780438351646 |
| 학위논문주기 | Thesis (Ph.D.)--University of Minnesota, 2018. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
Adviser: Scott McConnell. |
| 요약 | In 1995, Betty Hart and Todd Risley published findings that young children from low-income backgrounds will hear 32 million fewer words than their more affluent peers by the time they turn four years old. Historically, this "word gap" has solel |
| 일반주제명 | Special education. Language arts. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
