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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Morrison, Frederick J. [remove]; Classification:Early Literacy [remove];
7 results found.|
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Differential contributions of three parenting dimensions to preschool literacy and social skills in a middle-income sample An investigation of the relationships among home learning environment and affective dimensions of parenting practices and both the social and demographic backgrounds of families of preschoolers, and an examination of the relationship of these practices to children's literacy and learning related social skills, based on data from 229 families of preschoolers in a middle-income community enrolled a larger Pathways to Literacy study |
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The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school An analysis of the relationship between learning-related skills attained through kindergarten and initial levels and growth in reading and math skills between kindergarten and sixth grade |
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Literacy growth in the academic year versus summer from preschool through second grade: Differential effects of schooling across four skills An examination of the relationships between amount of schooling and phonological awareness, decoding, reading comprehension, and vocabulary growth, and a comparison of that relationship over the summer versus the school year, based on data from 383 children followed from preschool through second grade in 16 schools in one district in a large suburban town in the Midwest |
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Preschool instruction and children's emergent literacy growth An examination of the relation between the type (implicit compared with explicit) of reading instruction and preschool children's emergent literacy development |
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Schooling effects on preschoolers' self-regulation, early literacy, and language growth An examination of the influence of preschool attendance on children's self-regulation and early language and literacy skills, based on assessments of 76 children assessed in the fall and spring of either their first or second years of preschool |
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Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes A study of the association of teacher qualification and observed classroom practice as they relate to children’s vocabulary and early reading skills, based on an ecological model incorporating children’s language and word recognition skills prior to school entry, their home and preschool learning environments, and family socio-economic status |
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Untangling the effects of shared book reading: Multiple factors and their associations with preschool literacy outcomes An examination of code- and meaning-related verbal exchanges during adult-child book reading sessions in homes and preschools, and an examination of the relationship between the verbal exchanges and the children’s literacy skills on school entry, among a sample of 130 children and their caregivers and teachers. |
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