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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ530501
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1086-296X
Longitudinal Effects of Early Literacy Concepts on Reading Achievement: A Kindergarten Intervention and Five-Year Follow-up.
Phillips, Linda M.; And Others
Journal of Literacy Research, v28 n1 p173-95 Mar 1996
Examines the effects of a literacy intervention in kindergarten using a control-group design. States that three treatment groups were taught using beginning-reading booklets to complement the authorized language program. Indicates that children's knowledge of early literacy concepts increased during kindergarten and that this improved students' reading achievement for the next four years. (PA)
Descriptors: Early Intervention, Elementary Education, Emergent Literacy, Instructional Effectiveness, Kindergarten, Longitudinal Studies, Reading Achievement, Reading Improvement, Reading Research
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Longitudinal Intervention Research
Note: Formerly "Journal of Reading Behavior."