Showing results 6 to 7 of 7
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Title | Author(s) | Issue Date | |
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Teacher-child interaction quality, attitudes toward reading, and literacy achievement of Chinese preschool children: Mediation and moderation analysis Journal:Learning and Individual Differences | 2018 | ||
Young Chinese children’s academic skill development: Identifying child-, family-, and school-level factors Journal:New Directions for Child and Adolescent Development | 2019 |