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B.C. Journal of Special…

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Johnson, Genevieve Marie	1
Johnson, Julia Ann	1

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Teacher-Student Congruence and First Grade Reading Achievement: Predictive Validation of an Interactional Educational Construct.

Peer reviewed

Johnson, Genevieve Marie; Johnson, Julia Ann – B.C. Journal of Special Education, 1992

Teacher-Student Congruence was quantified by comparing 52-item descriptive profiles of 38 at-risk students, completed by both kindergarten teachers and receiving first-grade teachers, and reading achievement scores. Congruence in terms of student readiness, language, and perceptual/motor descriptors evidenced predictive validity. (Author/JDD)

Descriptors: Comparative Analysis, High Risk Students, Interaction, Language Skills