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Peer reviewed Peer reviewed
ERIC Number: EJ597273
Record Type: Journal
Publication Date: 1999
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0938-8982
EISSN: N/A
Available Date: N/A
Teachers Learning Ladders to Literacy.
O'Connor, Rollanda E.
Learning Disabilities Research and Practice, v14 n4 p203-14 Fall 1999
A study involving 10 kindergarten teachers found that kindergarten children whose teachers learned to implement phonological and print awareness activities performed better than children in control classes on phonological and literacy measures, with those in classes of teachers with more intensive professional development achieving the highest literacy outcomes. (Author/CR)
Descriptors: Faculty Development, Inservice Teacher Education, Kindergarten, Kindergarten Children, Literacy, Phoneme Grapheme Correspondence, Phonology, Preschool Teachers, Prevention, Primary Education, Reading Difficulties, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations
Author Affiliations: N/A