Child Care and Early Education Research Connections

Skip to main content

How many letters should preschoolers in public programs know?: The diagnostic efficiency of various preschool letter-naming benchmarks for predicting first-grade literacy achievement

Description:
A study of the association between end-of-preschool letter-naming abilities and risk status on first-grade measures of word reading, spelling, and reading comprehension, and an examination of optimal end-of-preschool letter-naming benchmarks for the children in the sample, based on data from 371 children in Virginia and Ohio
Resource Type:
Reports & Papers
Country:
United States
State(s)/Territories/Tribal Nation(s):
Ohio; Virginia

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.

- You May Also Like

These resources share similarities with the current selection.

Denver Preschool Program evaluation 2010-2011

Fact Sheets & Briefs

Denver Preschool Program evaluation 2009-2010

Fact Sheets & Briefs

Denver Preschool Program evaluation: 2011-2012 fact sheet

Fact Sheets & Briefs
Release: 'v1.57.0' | Built: 2024-03-14 09:29:08 EDT