Connor, C. M. D., 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. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_25400293
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Connor, C. M. D., 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. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_25400293

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