A stage-sequential model of reading transitions: Evidence from the Early Childhood Longitudinal Study

Author(s): Kaplan, David; Walpole, Sharon;
Date Issued: 2005
Publisher(s): American Psychological Association
Description: An investigation of stages in the acquisition of emergent literacy skills in kindergarten and first-grade students, based on a subsample of 3,575 children from the Early Childhood Longitudinal Study: Kindergarten Class (ECLS-K)
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Journal Title: Journal of Educational Psychology
Volume Number: 97
Issue Number: 4
Page Range: 551-563
Topics: Children & Child Development > Child Development & School Readiness > Early Literacy
Country: United States
ISSN: 0022-0663 Paper
1939-2176 Online
Peer Reviewed: yes
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Early Childhood Longitudinal Study: Kindergarten Class of 1998-1999, Third Grade [United States] Data Sets


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