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Assessment of the design efficacy of a preschool vocabulary instruction technique

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Description:
A study of the effect of the say-do-tell technique as part of supplemental vocabulary instruction on children's vocabulary scores and a study of the intervention's implementation, based on data from 27 staff and 36 children in 12 full day public preschool classrooms engaged in Year 2 of an Early Reading First (ERF) program and 38 children in a comparison group
Resource Type:
Reports & Papers
Country:
United States

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