Long-term effects of print referencing on literacy achievement
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
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Increasing young children's contact with print during shared reading: Longitudinal effects on literacy achievement
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Effectiveness of early literacy instruction: Summary of 20 years of research: Study snapshot