Huguet, P., & Regner, I. (2007). Stereotype threat among schoolgirls in quasi-ordinary classroom circumstances. Journal of Educational Psychology, 99(3), 545.
Roskos, K.A., Christie, J.F., Richgels, D.J. (2003). The essentials of early literacy instruction. Report from the National Association for the Education of Young Children.
The Learning Environment includes the availability of educational materials in the home and local community, as well as family engagement and values around learning (related to Social Supports).
Barrera, M., Liu, K., Thurlow, M., Shyyan, V., Yan, M., Chamberlain, S. (2006). Math strategy instruction for students with disabilities who are learning English (ELLs with Disabilities Report 16). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Gielen, S., Tops, L., Dochy, F., Onghena, P., & Smeets, S. (2010). A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum. British educational research journal, 36(1), 143-162.
These include informal or formal educational settings and workplace training.
Clarke, D. (2002). Making measurement come alive with a children's storybook. Australian Primary Mathematics Classroom, 7(3), 9-13.
When children begin formal education, they start to further develop fluency with skills related to Core Academic Literacies such as mathematical reasoning, scientific reasoning, language and literacy, the arts, social studies, and technology, into their understanding of how the world works.
Social Awareness and Relationship Skills are essential for forming and maintaining positive relationships so that peers and educators can become learning partners.
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157–163.
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