Contexts for facilitating emergent literacy in typically developing preschoolers

Description:

An examination of the effects of a combined intervention approach (dialogic reading and phonological awareness) on the emergent literacy skills of preschoolers as compared with the effects of only teaching dialogic reading

Resource Type:

Reports & Papers

Author(s):

Wilhjelm Karen N.

Country:

United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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