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Developing emergent literacy skills: The impact of alphabet instruction

An examination of the effect of alphabetic instruction on children?s letter knowledge and the links between alphabet instruction on children?s acquisition of phonological processing and emergent literacy skills, based on a sample of 58 three- and 4-year old children from four child care centers in a mid-sized Southeastern city who received either letter name and letter sound instruction, only letter name instruction, or a number identification as part of a control group
Resource Type:
Reports & Papers
United States

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