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dc.contributor.authorCooc, North
dc.contributor.authorKim, James Sangil
dc.date.accessioned2017-04-19T18:39:50Z
dc.date.issued2016
dc.identifierQuick submit: 2017-01-17T14:05:59-0500
dc.identifier.citationCooc, North, and James S. Kim. 2016. “Peer Influence on Children’s Reading Skills: A Social Network Analysis of Elementary School Classrooms.” Journal of Educational Psychology. doi:10.1037/edu0000166.en_US
dc.identifier.issn1939-2176en_US
dc.identifier.urihttp://nrs.harvard.edu/urn-3:HUL.InstRepos:32228262
dc.description.abstractResearch has found that peers influence the academic achievement of children. However, the mechanisms through which peers matter remain underexplored. The present study examined the relationship between peers’ reading skills and children’s own reading skills among 4,215 total second- and third-graders in 294 classrooms across 41 schools. One innovation of the study was the use of social network analysis to directly assess who children reported talking to or seeking help from and whether children who identified peers with stronger reading skills experienced higher reading skills. The results indicated that children on average identified peers with stronger reading skills and the positive association between peer reading skills and children’s own reading achievement was strongest for children with lower initial levels of reading skills. The study has implications for how teachers can leverage the advantages of peers via in-class activities.en_US
dc.language.isoen_USen_US
dc.publisherAmerican Psychological Association (APA)en_US
dc.relation.isversionof10.1037/edu0000166en_US
dash.licenseOAP
dc.subjectpeer effectsen_US
dc.subjectsocial networksen_US
dc.subjectreading skillsen_US
dc.titlePeer influence on children’s reading skills: A social network analysis of elementary school classrooms.en_US
dc.typeJournal Articleen_US
dc.date.updated2017-01-17T19:06:10Z
dc.description.versionAccepted Manuscripten_US
dc.relation.journalJournal of Educational Psychologyen_US
dash.depositing.authorKim, James Sangil
dc.date.available2016
dc.date.available2017-04-19T18:39:50Z
dc.identifier.doi10.1037/edu0000166*
workflow.legacycommentscat.complete cfr.completeen_US
dash.contributor.affiliatedKim, James


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