Full-day, half-day, and no preschool: Effects on urban children's first-grade reading achievement

Description:

An examination of the relationships between students? attendance at full-day, half-day, or no preschool and first grade reading achievement for 214 urban, low socioeconomic status public school students of mixed ethnicities

Resource Type:

Reports & Papers

Author(s):

Valenti Joy A.; Tracey Diane H.

Country:

United States

Date Issued:

September, 2009

Journal Title:

Education and Urban Society

Volume Number:

Issue Number:

Page Range:

695-711

Topics:

6. Programs, Interventions & Curricula > 6.1. Programs > 6.1.4. Preschool

12. Parent, School, & Community School Readiness/Child School Success & Performance > 12.3. School Performance & Success

1. Children & Child Development > 1.1. Child Characteristics > 1.1.6. Time in Child Care

ISSN:

0013-1245

Paper

1552-3535

Electronic

Peer Reviewed:

Yes

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