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Efficacy of the TELL language and literacy curriculum for preschoolers with developmental speech and/or language impairment

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Description:
An experimental study of the impact of the Teaching Early Literacy and Language (TELL) preschool curriculum for children with developmental speech and/or language impairment (DSLI) on children's language, vocabulary, phonological awareness, alphabet knowledge, writing, and print concepts, based on data from 118 children with DLSI and their 29 preschool teachers
Resource Type:
Reports & Papers
Country:
United States
State(s):
Arizona

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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