Research has provided ample evidence supporting the notion that interaction with books during early childhood enhances the development of reading skills (Bus, van IJzendorn, & Pellegrini, 1995; Dickinson & Smith, 1994; McKeown & Beck, 2004; Sénéchal & LeFevre, 2002). Additionally, we know there are substantial disparities in children’s experiences with language, vocabulary, and early literacy prior to entering kindergarten. These disparities have a lasting effect on later academic success (Catts, Hogan, & Fey, 2003; Hart & Risley, 1995: Snow, Burns, & Griffin, 1998). Children at greatest risk for poor language and literacy skills are young children who live in poverty and young children identified at-risk for developmental delays and disabilities.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etsu-works-1527 |
| Date | 09 March 2016 |
| Creators | Keramidas, Cathy Galyon, Hale, Kimberly, Dugan, Angie |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Detected Language | English |
| Type | text |
| Source | ETSU Faculty Works |
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