"The Impact of Tutoring on Early Reading Achievement for Children with and Without Attention Problems
Publication
, Journal Article
Rabiner; L, D; Malone; S, P; Group, TCPPR
Published in: Journal of Abnormal Child Psychology
2004
Duke Scholars
Published In
Journal of Abnormal Child Psychology
Publication Date
2004
Volume
32
Issue
3
Start / End Page
273 / 284
Related Subject Headings
- Teaching
- Reading
- Male
- Humans
- Female
- Educational Status
- Developmental & Child Psychology
- Cohort Studies
- Child
- Attention Deficit Disorder with Hyperactivity
Citation
APA
Chicago
ICMJE
MLA
NLM
Rabiner, L, D., Malone, S, P., & Group, T. C. P. P. R. (2004). "The Impact of Tutoring on Early Reading Achievement for Children with and Without Attention Problems. Journal of Abnormal Child Psychology, 32(3), 273–284.
Rabiner, D. L, Malone, P. S, and the Conduct Problems Prevention Research Group. “"The Impact of Tutoring on Early Reading Achievement for Children with and Without Attention Problems.” Journal of Abnormal Child Psychology 32, no. 3 (2004): 273–84.
Rabiner, L D, Malone, S P, Group TCPPR. "The Impact of Tutoring on Early Reading Achievement for Children with and Without Attention Problems. Journal of Abnormal Child Psychology. 2004;32(3):273–84.
Rabiner, et al. “"The Impact of Tutoring on Early Reading Achievement for Children with and Without Attention Problems.” Journal of Abnormal Child Psychology, vol. 32, no. 3, 2004, pp. 273–84.
Rabiner, L D, Malone, S P, Group TCPPR. "The Impact of Tutoring on Early Reading Achievement for Children with and Without Attention Problems. Journal of Abnormal Child Psychology. 2004;32(3):273–284.
Published In
Journal of Abnormal Child Psychology
Publication Date
2004
Volume
32
Issue
3
Start / End Page
273 / 284
Related Subject Headings
- Teaching
- Reading
- Male
- Humans
- Female
- Educational Status
- Developmental & Child Psychology
- Cohort Studies
- Child
- Attention Deficit Disorder with Hyperactivity