This study examined preschool teachers' (n = 59) explicit print instruction during shared reading and considered whether the benefits of this practice to children's learning (n = 379) varied as a function of the classroom environment and children's developmental characteristics. Measures of explicit print instruction and the classroom environment…

This study tested the hypotheses that (a) persistent language difficulties during childhood would predict lower school readiness and (b) language difficulties present just prior to school entry would predict lower school readiness beyond any effects of persistence. The study involved examining indicators of school readiness collected at…

Purpose: This study was conducted to determine the effectiveness of teachers' use of a print-referencing style during whole-class read-alouds with respect to accelerating 4- and 5-year-old children's print-knowledge development. It also examined 8 specific child- and setting-level moderators to determine whether these influenced the relation…

PURPOSE: This research determined the psychometric quality of a criterion-referenced measure that was thought to measure preschoolers' print-concept knowledge (PCK). METHOD: This measure, titled the Preschool Word and Print Awareness (PWPA), was examined using the partial credit model (PCM) to determine its suitability for use by clinicians,…