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Preschool Word and Print Awareness
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Instruments
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.
Early Learning Coalition of Duval report 2010-11
The Jacksonville Journey Early Learning Program: Evaluation report: Fall 2011
Empirically based profiles of the early literacy skills of children with language impairment in early childhood special education
The impacts of a scalable intervention on the language and literacy development of rural pre-kindergartners
Emergent literacy profiles among prekindergarten children from low-ses backgrounds: Longitudinal considerations
At-scale, state-sponsored language and literacy professional development: Impacts on early childhood classroom practices and children's outcomes
Fidelity of implementation for an early-literacy intervention: Dimensionality and contribution to children's intervention outcomes
Comparing emergent-literacy skills and home-literacy environment of children with autism and their peers
Parent and child attitudinal factors in a model of children's print-concept knowledge
School readiness of children with language impairment: Predicting literacy skills from pre-literacy and social-behavioural dimensions
Comparing children with ASD and their peers' growth in print knowledge
Assessing learning behaviors in early childhood special education classrooms
Is the proportion of children with disabilities in inclusive preschool programs associated with children's achievement?
School-readiness profiles of children with language impairment: Linkages to home and classroom experiences
Relations among home literacy environment, child characteristics and print knowledge for preschool children with language impairment
Measuring preschool children's engagement behaviors during classroom shared reading: Construct and concurrent validity of the shared reading engagement rating scale
Effects of Read It Again! in early childhood special education classrooms as compared to regular shared book reading
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