Letter knowledge, phonological processing, and print knowledge: Skill development in nonreading preschool children

Description:

An evaluation of the impact of an early literacy program on low income preschool children's early literacy skills, examining their improvement over five months in terms of letter knowledge skills and the relation among the changes and phonological processing and print knowledge

Resource Type:

Reports & Papers

Author(s):

Molfese Victoria J.; Modglin Arlene A.; Beswick Jennifer L.; Neamon Jessica D.; Berg Shelby A.; Berg Jeffrey; Molnar Andrew

Publisher(s):

Pro-Ed (Firm)

Funder(s):

University of Louisville; United States. Department of Education

Country:

United States

Date Issued:

July/August 2006

Source:

Journal of Learning Disabilities, 39(4), 296-305

Journal Title:

Journal of Learning Disabilities

Volume Number:

Issue Number:

Page Range:

296-305

Topics:

6. Programs, Interventions & Curricula > 6.2. Interventions/Curricula > 6.2.9. Early Literacy

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:

1538-4780

Electronic

0022-2194

Paper

Peer Reviewed:

Yes

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Letter knowledge, phonological processing, and print knowledge: Skill development in nonreading preschool children

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