Impact of supplemental multicomponent early childhood language instruction.
Beth M. Phillips,
Christopher J. Lonigan,
Young-Suk G. Kim
et al.
Abstract:The strong association of early language skills to later reading ability suggests that supporting the development of these skills in children who enter preschool or kindergarten with below-average language abilities may lead to stronger reading skills. Despite this, few evidence-based supplemental language instructional programs exist for school-based implementation. The current study reports on two large-scale randomized trials of combinations of small-group, intensive language-focused instructional component… Show more
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