Preschool instruction and children's emergent literacy growth

Description:

An examination of the relation between the type (implicit compared with explicit) of reading instruction and preschool children's emergent literacy development

Resource Type:

Reports & Papers

Author(s):

Connor Carol McDonald; Morrison Frederick J.; Slominski Lisa

Publisher(s):

American Psychological Association

Funder(s):

National Institute of Child Health and Human Development (U.S.); National Science Foundation (U.S.)

Country:

United States

Date Issued:

November 2006

Source:

Journal of Educational Psychology, 98(4), 665-689

Journal Title:

Journal of Educational Psychology

Volume Number:

Issue Number:

Page Range:

665-689

Topics:

6. Programs, Interventions & Curricula > 6.1. Programs > 6.1.4. Preschool

1. Children & Child Development > 1.2. Child Development & School Readiness > 1.2.6. Early Literacy

ISSN:

1939-2176

Online

0022-0663

Paper

Peer Reviewed:

Yes

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