Work

Letter teaching in parent–child conversations

Year: 2020

Type: article

Study design: Observational Study

Source: Early Childhood Research Quarterly

DOI: 10.1016/j.ecresq.2020.03.008

Authors: Molly Farry-Thorn, Rebecca Treiman, Sarah Robins

Institutions: University of Kansas, Washington University in St. Louis

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: bronze

Funders: National Science Foundation, National Institutes of Health, National Institute of Child Health and Human Development, Eunice Kennedy Shriver National Institute of Child Health and Human Development

Awards: G1214921196, G3039318945

OpenAlex ID: W2588327948

FWCI: 14.47

Cites: 63

Cited by: 40

Related to: 10