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Kindergarten reading readiness: Effects of full day prekindergarten attendance
A study of the relationship between reading performance of kindergarten students and full day public prekindergarten attendance and a related study of kindergarten staff perceptions of reading readiness, based on data from 250 kindergarteners and interviews with professional staff in a rural school district
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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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