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Direct linkRebecca Jesson; Libby Limbrick – Journal of Research in Reading, 2014
Early literacy interventions have demonstrated that pedagogically sound programmes can boost reading achievement for students who do not succeed in early literacy learning. However, there is less evidence as to what extent gains are maintained in subsequent years or the factors which may contribute to sustained progress. The research reported in…
Descriptors: Achievement Gains, Emergent Literacy, Reading Achievement, Performance Factors
