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. Author manuscript; available in PMC: 2016 Aug 1.
Published in final edited form as: J Educ Psychol. 2014 Oct 20;107(3):805–820. doi: 10.1037/edu0000008

Figure 1.

Figure 1

Conceptual model including significant effects from the cross-sectional model (e.g., child characteristics predicting teacher perceptions) and the longitudinal model (e.g., teacher perceptions predicting child outcomes). Values indicate standardized coefficients for language and pre-literacy/math. All coefficients are statistically significant at p< .05 or smaller.