Is Use of Literacy-Focused Curricula Associated with Children’s Literacy Gains and Are Associations Moderated by Risk Status, Receipt of Intervention, or Preschool Setting?

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Bibliografske podrobnosti
izdano v:	Education Sciences vol. 15, no. 10 (2025), p. 1368-1399
Glavni avtor:	Shea Zhiling Meng
Drugi avtorji:	Piasta, Shayne B, Shen, Ye, Hudson, Alida K, Zettler-Greeley, Cynthia M, Lewis Kandia, Logan, Jessica A, R
Izdano:	MDPI AG
Teme:	National Association for the Education of Young Children Teaching Curricula Early childhood education Learning At risk populations Language acquisition Comprehension Structural equation modeling Teachers Reading difficulties Writing Early literacy Phonological awareness Preschool education Preschool children Literacy Intervention Reading disabilities Consciousness Risk Letters (Correspondence) Phonology Classrooms Structural models Educational Opportunities Activity Units Early Reading Evaluation Research Direct Instruction Academic Achievement Reading Programs Young Children Curriculum Guides Emergent Literacy Evidence Consortia Bilingualism Beginning Writing Child Development Curriculum Evaluation Clearinghouses Educational Experience Dramatic Play Achievement Gains Educational Strategies
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