Unique effects of a family literacy program on the early reading development of English language learners

Author(s): Harper, Sarah N.; Platt, Amy; Pelletier, Janette
Date Issued: November, 2011
Description: A study of the impact of the Family Literacy lunch time intervention on the early English reading development of speakers of English as a first language and English language learners, based on a linguistically and culturally diverse sample of 132 kindergarten children and their parents in Canada
show entire record ↓
Journal Title: Early Education and Development
Volume Number: 22
Issue Number: 6
Page Range: 989-1008
Topics: Children & Child Development

International Child Care & Early Education > Single-Country Studies

Programs, Interventions & Curricula > Interventions/Curricula > Early Literacy
Country: Canada
ISSN: 1040-9289 Paper
1556-6935 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.

Test of Early Reading Ability (3rd ed.) 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.

Effects of a two-way bilingual program on the literacy development of students in kindergarten and first grade Reports & Papers
Impact of an Early Reading First program on the language and literacy achievement of children from diverse language backgrounds Reports & Papers
English language learners in the State of Maine: Early education policy that can make a difference Other
Language and literacy development for English language learners in preschool Other
Effective early reading programs for English language learners Other

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