The impact of including writing materials in early childhood classrooms on the early literacy development of children from low-income families

Author(s): Clark, Patricia; Kragler, Sherry;
Date Issued: 2005
Publisher(s): Routledge (Firm)
Description: A study examining how the inclusion of writing materials affects the literacy development of low income preschool children
show entire record ↓
Journal Title: Early Child Development and Care
Volume Number: 175
Issue Number: 4
Page Range: 285-301
Topics: Children & Child Development > Child Characteristics > Socioeconomic Status

Children & Child Development > Child Development & School Readiness > Early Literacy

Programs, Interventions & Curricula > Programs > Preschool
Country: United States
States: INDIANA
ISSN: 0300-4430 Paper
1476-8275 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.

The effects of the home instruction programs for preschooler youngsters (HIPPY) on children's school performance at the end of the program and one year later Reports & Papers
Intervention for poverty children: Alternative approaches Other
Preliminary evidence for the impact of mixed-income preschools on low-income children's language growth Reports & Papers
Literacy concepts of low- and middle-class four-year-olds entering preschool Reports & Papers
Neighborhood dialogues of black and white five year olds 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