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Long-term effects of print referencing on literacy achievement

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Description:
A summary of an examination of the impact of different weekly dosage levels of a 30-week intervention during which preschool teachers systematically referenced print during shared reading on preschoolers' early literacy, both one and two years later, based on data from 366 children in 85 preschool classrooms
Resource Type:
Fact Sheets & Briefs
Country:
United States

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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