Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades.
- DOI
- 10.1037/dev0001710
- Published
- 2024 Jul
- Container
- Developmental psychology
- Publisher
- Not recorded
- Open access
- unknown
Credibility signals
limited evidence Score 43/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
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Cite this work
BibTeX
@article{allodium:10.1037/dev0001710,
title = {Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades.},
author = {Kim JS and Gilbert JB and Relyea JE and Rich P and Scherer E and Burkhauser MA and Tvedt JN},
year = {2024},
journal = {Developmental psychology},
doi = {10.1037/dev0001710},
url = {https://doi.org/10.1037/dev0001710}
}RIS
TY - JOUR TI - Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades. AU - Kim JS AU - Gilbert JB AU - Relyea JE AU - Rich P AU - Scherer E AU - Burkhauser MA AU - Tvedt JN PY - 2024 JO - Developmental psychology DO - 10.1037/dev0001710 UR - https://doi.org/10.1037/dev0001710 ER -
APA
JS, K., JB, G., JE, R., P, R., E, S., MA, B., & JN, T. (2024). Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades.. Developmental psychology. https://doi.org/10.1037/dev0001710
Source records
- pubmed · retrieved 2026-09-26T17:47:30.109Z