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WWC review of the report "Increasing young children's contact with print during shared reading: Longitudinal effects on literacy achievement"

Description:

A summary of an examination of the impact of different weekly dosage levels of a 30-week intervention during which preschool teachers systematically referenced print during shared reading on preschoolers' early literacy, both 1 and 2 years later, based on data from 366 children in 85 preschool classrooms

Resource Type:
Fact Sheets & Briefs
Author(s):
What Works Clearinghouse (Institute of Education Sciences)
Publisher(s):
What Works Clearinghouse (Institute of Education Sciences)
Country:
United States

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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.

Increasing young children's contact with print during shared reading: Longitudinal effects on literacy achievement

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