How many letters should preschoolers in public programs know?: The diagnostic efficiency of various preschool letter-naming benchmarks for predicting first-grade literacy achievement

Author(s): Piasta, Shayne B.; Petscher, Yaacov; Justice, Laura M.;
Date Issued: November, 2012
Description: A study of the association between end-of-preschool letter-naming abilities and risk status on first-grade measures of word reading, spelling, and reading comprehension, and an examination of optimal end-of-preschool letter-naming benchmarks for the children in the sample, based on data from 371 children in Virginia and Ohio
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Funder(s): Institute of Education Sciences (U.S.)
Journal Title: Journal of Educational Psychology
Volume Number: 104
Issue Number: 4
Page Range: 945-958
Topics: Children & Child Development > Child Development & School Readiness > Early Literacy
Country: United States
States: OHIO, VIRGINIA
ISSN: 0022-0663 Paper
1939-2176 Online
Peer Reviewed: yes
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