Does context matter?: Explicit print instruction during reading varies in its influence by child and classroom factors

Author(s): McGinty, Anita; Justice, Laura M.; Piasta, Shayne B.; Kaderavek, Joan N.; Fan, Xitao;
Date Issued: Q1 2012
Description: A study of the relationship between preschool teachers' explicit print instruction during shared reading and children's language abilities, and a second study of the relationship between language abilities and classroom quality, classroom literacy environment, and attention skills, based on data from 379 children and their 59 teachers throughout Virginia and Ohio
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Funder(s): Institute of Education Sciences (U.S.)
Journal Title: Early Childhood Research Quarterly
Volume Number: 27
Issue Number: 1
Page Range: 77-89
Topics: Children & Child Development > Child Development & School Readiness

Child Care & Early Education Quality

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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