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Does executive function mediate SES and home quality associations with academic readiness?

An examination of the relationship between both socioeconomic status and home-environment quality and aspects of academic readiness--math, letter and word identification, and knowledge of story-and-print concepts--and additional analyses of the mediating role of executive function on those relationships, based on data from 49 54-through 66-month-old children and their mothers living in a small Midwestern city
Resource Type:
Reports & Papers
United States

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