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Download full textRathbun, Amy – American Institutes for Research, 2010
As the number of schools changing from part- to full-day kindergarten programs increases, state and local education agencies need empirically-based evidence on ways that schools and teachers can best structure the additional instructional time of full-day programs to improve children's early reading skills. This brief uses nationally…
Descriptors: Kindergarten, Early Reading, Reading Achievement, Reading Skills
