Emergent literacy: effects of a multi-tier intervention in a COVID-19 pandemic context-Reference-Cited by-同舟云学术

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Emergent literacy: effects of a multi-tier intervention in a COVID-19 pandemic context

Published:2023-08-31 Issue: Volume: Page:1-19
ISSN:0266-7363
Container-title:Educational Psychology in Practice
language:en
Short-container-title:Educational Psychology in Practice

Author:

Cruz Joana¹^ORCID,Bilimória Helena¹^ORCID,Mackaaij Maria José²^ORCID,Marques Sofia¹^ORCID

Affiliation:

1. Psychology for Development Research Center – CIPD, Lusíada University, Porto, Portugal

2. Psychology for Development Research Center – CIPD, Câmara Municipal de Loulé, Loulé, Portugal

Funder

Portuguese Foundation for Science (FCT) and Technology and the Portuguese Ministry of Science, Technology, and Higher Education

Psychology for Development Research Center - CIPD

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/02667363.2023.2252335

Reference70 articles.

1. Examining the Effects of Performance Feedback on Preschool Teachers’ Fidelity of Implementation of a Small-Group Phonological Awareness Intervention

2. Escrita inventada no jardim-de-infância: Contributos para a aprendizagem da leitura e escrita

3. Enhancing children’s literacy learning: from invented spelling to effective reading and writing

4. Invented spelling activities in kindergarten: the role of instructional scaffolding and collaborative learning

5. Pivoting an Elementary Summer Reading Intervention to a Virtual Context in Response to COVID-19: An Examination of Program Transformation and Outcomes

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