Can reading programs improve reading skills and academic performance in rural China?
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DOI: 10.1016/j.chieco.2018.07.001
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Cited by:
- Wang, Huan & Guan, Hongyu & Yi, Hongmei & Seevak, Emma & Manheim, Reid & Boswell, Matthew & Rozelle, Scott & Kotb, Sarah, 2020. "Independent reading in rural China’s elementary schools: A mixed-methods analysis," International Journal of Educational Development, Elsevier, vol. 78(C).
- Haomin Zhang & Xi Cheng & Liuran Cui, 2021. "Progress or Stagnation: Academic Assessments for Sustainable Education in Rural China," Sustainability, MDPI, vol. 13(6), pages 1-12, March.
- Wei Guorong & Asindar Hanim Yusuf, 2020. "The Empowerment enhancement: A significant predictor of Chinese lecturers' self efficacy and Job performance," Technium Social Sciences Journal, Technium Science, vol. 8(1), pages 452-471, June.
- Safdar, Sarah & Ren, Minglun & Chudhery, Muhammad Adnan Zahid & Huo, Jiazhen & Rehman, Hakeem-Ur & Rafique, Raza, 2022. "Using cloud-based virtual learning environments to mitigate increasing disparity in urban-rural academic competence," Technological Forecasting and Social Change, Elsevier, vol. 176(C).
- Jing Zhang & Simon Appleton & Lina Song & Bing Liu, 2021. "Who Looks after the Kids? The Effects of Childcare Choice on Early Childhood Development in China," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 83(3), pages 619-640, June.
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