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
show entire record ↓
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
hide record ↑

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or datasets/measures used in its creation.

Explicit print referencing: Do intensity and context matter? Fact Sheets & Briefs
Classroom Assessment Scoring System Pre-K Instruments
Phonological Awareness Literacy Screening: Pre-Kindergarten Instruments


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Does context matter?: Explicit print instruction during reading varies in its influence by child and classroom factors Reports & Papers
Long-term effects of print referencing on literacy achievement Fact Sheets & Briefs
WWC review of the report "Increasing young children's contact with print during shared reading: Longitudinal effects on literacy achievement" Fact Sheets & Briefs
Increasing young children's contact with print during shared reading: Longitudinal effects on literacy achievement Reports & Papers
Letter knowledge, phonological processing, and print knowledge: Skill development in nonreading preschool children Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate