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A stage-sequential model of reading transitions: Evidence from the Early Childhood Longitudinal Study

Description:
An investigation of stages in the acquisition of emergent literacy skills in kindergarten and first-grade students, based on a subsample of 3,575 children from the Early Childhood Longitudinal Study: Kindergarten Class (ECLS-K)
Resource Type:
Reports & Papers
Author(s):
Kaplan David; Walpole Sharon
Publisher(s):
American Psychological Association
Country:
United States

- Related Resources

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.

- Related Studies

Early Childhood Longitudinal Study [United States]: Kindergarten Class of 1998-1999, Third Grade

https://www.childandfamilydataarchive.org/cfda/archives/cfda/studies/4075

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