Does intensity matter?: Preschoolers' print knowledge development within a classroom-based intervention

Author(s): McGinty, Anita; Breit-Smith, Allison; Fan, Xitao; Justice, Laura M.; Kaderavek, Joan N.;
Date Issued: Q3 2011
Description: 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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Funder(s): Institute of Education Sciences (U.S.)
Journal Title: Early Childhood Research Quarterly
Volume Number: 26
Issue Number: 3
Page Range: 255-267
Topics: Children & Child Development > Child Development & School Readiness > Early Literacy

Programs, Interventions & Curricula > Interventions/Curricula > Early Literacy
Country: United States
States: OHIO, VIRGINIA
ISSN: 0885-2006 Paper
1873-7706 Online
Peer Reviewed: yes
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