Does context matter? Explicit print instruction during reading varies in its influence by child and classroom factors

Early Childhood Research Quarterly

Volumn 27, Issue 1, 2012, Pages 77-89

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

^a UNIVERSITY OF VIRGINIA   (United States)

^b OHIO STATE UNIVERSITY   (United States)

^c UNIVERSITY OF TOLEDO   (United States)

^d UNIVERSITY OF MACAU   (Macao)

Author keywords

Literacy development; Preschool classroom quality; Preschool literacy curricula; Print knowledge

Indexed keywords

EID: 81455139792     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ecresq.2011.05.002     Document Type: Article

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