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Peer reviewedWhite, Thomas G.; And Others – Journal of Educational Psychology, 1990
Growth of reading vocabulary from first through fourth grade was determined for 288 elementary school students (initial sample 756) from urban and rural disadvantaged schools and a suburban mainstream school. Results show great vocabulary increases and suggest some reasons and remedies for the gap between mainstream and disadvantaged schools. (SLD)
Descriptors: Achievement Gains, Asian Americans, Black Students, Comparative Analysis
