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The effectiveness of the implementation of the Early Reading First initiative on preschool students with disabilities

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Description:
An examination of the impact of the Early Reading First (ERF) program on receptive and expressive language, phonemic awareness, print-word awareness, and alphabetic knowledge of 3 and 4 year old preschoolers in combined regular and special education classrooms from a secondary analysis of a data with 81 students identified with a disability in the experimental group from 15 classrooms and a control group selected from 15 preschool classrooms that serves 24 students with a disability students, in 1 school district in Utah
Resource Type:
Reports & Papers
Author(s):
Country:
United States
State(s):
Utah

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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