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Long-term effects of print referencing 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 one and two years later, based on data from 366 children in 85 preschool classrooms
Resource Type:
Fact Sheets & Briefs
Author(s):
Piasta Shayne B.; Justice Laura M.; McGinty Anita; Kaderavek Joan N.
Publisher(s):
University of Virginia. Center for Advanced Study of Teaching and Learning
Country:
United States

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