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Developing emergent literacy skills: The impact of alphabet instruction

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Description:
An examination of the effect of alphabetic instruction on children?s letter knowledge and the links between alphabet instruction on children?s acquisition of phonological processing and emergent literacy skills, based on a sample of 58 three- and 4-year old children from four child care centers in a mid-sized Southeastern city who received either letter name and letter sound instruction, only letter name instruction, or a number identification as part of a control group
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Reports & Papers
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Country:
United States

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