The efficacy of systematic, explicit literacy instruction in kindergarten and first grade
This investigation examined the extent to which teacher implemented systematic, explicit instruction affected the literacy achievement of kindergarten and first grade students. Two cohorts of students in a southwestern United States school district were utilized for this study. Cohort 1 (n=94) recei...
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| Format: | Others |
| Language: | en_US |
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2010
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| Online Access: | http://hdl.handle.net/1969.1/ETD-TAMU-1285 http://hdl.handle.net/1969.1/ETD-TAMU-1285 |