Print-focused read-alouds in preschool classrooms: Intervention effectiveness and moderators of child outcomes

Language, Speech, and Hearing Services in Schools

Volumn 41, Issue 4, 2010, Pages 504-520

  Justice, Laura M ^a   Mcginty, Anita S ^b   Piasta, Shayne B ^a   Kaderavek, Joan N ^c   Fan, Xitao ^b  

^a OHIO STATE UNIVERSITY   (United States)

^b UNIVERSITY OF VIRGINIA   (United States)

^c UNIVERSITY OF TOLEDO   (United States)

Author keywords

Emergent literacy; Intervention; Preschool; Shared reading

Indexed keywords

ARTICLE; EARLY CHILDHOOD INTERVENTION; FEMALE; HUMAN; MALE; PHONETICS; PRESCHOOL CHILD; READING; REFERENCE VALUE; REPRODUCIBILITY; SPEECH; SPEECH ANALYSIS; SPEECH DISORDER; VERBAL BEHAVIOR;

ARTICULATION DISORDERS; CHILD, PRESCHOOL; EARLY INTERVENTION (EDUCATION); FEMALE; HUMANS; MALE; PHONETICS; READING; REFERENCE VALUES; REPRODUCIBILITY OF RESULTS; SPEECH ACOUSTICS; SPEECH ARTICULATION TESTS; VERBAL BEHAVIOR;

EID: 78049291018     PISSN: 01611461     EISSN: None     Source Type: Journal    
DOI: 10.1044/0161-1461(2010/09-0056)     Document Type: Article

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