Fostering alphabet knowledge development: A comparison of two instructional approaches
An examination of the effect of letter instruction on children?s learning of the alphabet, based on a sample of 58 3- and 4-year olds from 4 private child care settings in a mid-sized southeastern city randomly assigned to receive letter name and sound instruction (LNLS), letter sound instruction (LS), or number instruction
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Receptive One-Word Picture Vocabulary Test (3rd ed.)