Reading literacy and schools as learning environments: Differential effects of early transition into the academic track of secondary schools?

dc.contributor.author	Trautwein, Ulrich
dc.date.accessioned	2014-07-15T09:46:44Z
dc.date.available	2014-07-15T09:46:44Z
dc.date.issued	2014
dc.identifier.issn	0049-8637
dc.identifier.uri	http://hdl.handle.net/10900/54434
dc.language.iso	en	de_DE
dc.publisher	Hogrefe & Huber Publishers	de_DE
dc.relation.uri	http://dx.doi.org/10.1026/0049-8637/a000104	de_DE
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject.ddc	150	de_DE
dc.title	Reading literacy and schools as learning environments: Differential effects of early transition into the academic track of secondary schools?	de_DE
dc.type	Article	de_DE
utue.quellen.id	20140610213910_01114	de_DE
utue.publikation.seiten	35-50	de_DE
utue.personen.roh	Becker, Michael
utue.personen.roh	McElvany, Nele
utue.personen.roh	Luedtke, Oliver
utue.personen.roh	Trautwein, Ulrich
dcterms.isPartOf.ZSTitelID	Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie	de_DE
dcterms.isPartOf.ZS-Issue	1	de_DE
dcterms.isPartOf.ZS-Volume	46	de_DE
utue.fakultaet	06 Wirtschafts- und sozialwissenschaftliche Fakultät	de_DE