Learning letters, not language: The nature and quality of language and literacy apps used during remote learning with preschool children in the United States
Author:
Affiliation:
1. Department of Language, Literacy, Exceptional Education, Ed.D., and Physical Education, University of South Florida, Tampa, FL, USA
2. Department of Speech and Hearing Science, University of Illinois, Champaign-Urbana, IL, USA
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/17482798.2024.2307593
Reference51 articles.
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2. Persistence and Fadeout in the Impacts of Child and Adolescent Interventions
3. Barnett W. S. & Jung K. (2020). Young children’s home learning and preschool participation experiences during the pandemic. https://nieer.org/wp-content/uploads/2020/11/NIEER_Tech_Rpt_July2020_Young_Childrens_Home_Learning_and_Preschool_Participation_Experiences_During_the_Pandemic-AUG2020.pdf
4. Bassok D. Weisner K. Markowitz A. J. & Hall T. (2021). Teaching young children during COVID-19: Lessons from early educators in Virginia. http://bit.ly/see_partnerships_teaching_covid
5. Culturally Responsive Literacy Practices in an Early Childhood Community
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