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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Detalles Bibliográficos
Publicado en:	Education Sciences vol. 15, no. 10 (2025), p. 1368-1399
Autor principal:	Shea Zhiling Meng
Otros Autores:	Piasta, Shayne B, Shen, Ye, Hudson, Alida K, Zettler-Greeley, Cynthia M, Lewis Kandia, Logan, Jessica A, R
Publicado:	MDPI AG
Materias:	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
Acceso en línea:	Citation/Abstract Full Text + Graphics Full Text - PDF
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