Abstract
The present investigation is a replication of an emergent literacy intervention in Head Start with a new cohort of children and includes a follow-up of both the original cohort and the replication cohort through the end of 2nd grade. Positive effects at the end of Head Start obtained in the original study were replicated, and effects on emergent literacy skills in both cohorts were maintained through the end of kindergarten. Effects of the emergent literacy intervention did not generalize to literacy outcomes at the end of 1st and 2nd grades. Growth in emergent literacy skills and literacy skills from year to year was strongly influenced by variation in the Head Start centers and school districts attended by children in the sample. Although children in the sample began formal reading instruction with relatively low levels of emergent literacy skills, they showed substantial gains with respect to national norms by the end of 2nd grade.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
