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Direct linkSuggate, Sebastian P. – European Early Childhood Education Research Journal, 2015
Previous work on the long-term effects of early reading focuses on whether children can read early (i.e. capability) not on whether this is beneficial (i.e. optimality). The Luke Effect is introduced to predict long-term reading development as a function of when children learn to read. A review of correlational, intervention, and comparative…
Descriptors: Early Reading, Reading Skills, Prediction, Child Development
