Effects of automated Tier 2 storybook intervention on vocabulary and comprehension learning in preschool children with limited oral language skills

Early Childhood Research Quarterly

Volumn 31, Issue , 2015, Pages 47-61

  Kelley, Elizabeth Spencer ^a   Goldstein, Howard ^b   Spencer, Trina D ^c   Sherman, Amber ^d  

^a UNIVERSITY OF MISSOURI   (United States)

^b UNIVERSITY OF SOUTH FLORIDA   (United States)

^c NORTHERN ARIZONA UNIVERSITY   (United States)

^d OHIO STATE UNIVERSITY   (United States)

Author keywords

Comprehension; Language intervention; Preschool; Response to intervention; Vocabulary

Indexed keywords

EID: 84930401275     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ecresq.2014.12.004     Document Type: Article

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