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Literacy and language outcomes of comprehensive and developmental-constructivist approaches to early childhood education: A systematic review
ARTICLE

, University of York, United Kingdom ; , The Chinese University of Hong Kong, China ; , Johns Hopkins University, United States

Educational Research Review Volume 18, Number 1, ISSN 1747-938X Publisher: Elsevier Ltd

Abstract

This systematic review of research on early childhood programs seeks to identify effective approaches capable of improving literacy and language outcomes for preschoolers. It applies consistent standards to determine the strength of evidence supporting a variety of approaches, which fell into two main categories:

Citation

Chambers, B., Cheung, A.C.K. & Slavin, R.E. (2016). Literacy and language outcomes of comprehensive and developmental-constructivist approaches to early childhood education: A systematic review. Educational Research Review, 18(1), 88-111. Elsevier Ltd. Retrieved April 5, 2020 from .

This record was imported from Educational Research Review on January 29, 2019. Educational Research Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.edurev.2016.03.003

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