Does intensity matter?: Preschoolers' print knowledge development within a classroom-based intervention
Justice, Laura M.;
Kaderavek, Joan N.;
||A study of the relationship between intensity of intervention, specifically number of intervention sessions per week and the amount of practice provided per session, and print knowledge learning, based on data from 367 randomly selected children from 55 preschool classrooms over the course of 30 weeks
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