Work

Full-Day Kindergarten and Reading Performance: Kindergarten Through Grade Three

Year: 2026

Type: article

Study design: Observational Study

Source: Early Education and Development

DOI: 10.1080/10409289.2026.2656944

Authors: Yongmei Ni, T. William Altermatt, Andrea K. Rorrer

Institution: University of Utah

Language: English

Topic: Early Childhood Education and Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Quality education

Open Access status: closed

OpenAlex ID: W7155184640

FWCI:

Cites: 27

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