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
Funder(s):
Country:
United States
State(s)/Territories/Tribal Nation(s):
Ohio;
Virginia