Making the Most of Extra Time: Relationships Between Full-Day Kindergarten Instructional Environments and Reading Achievement


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Document Number: 9145

Making the Most of Extra Time: Relationships Between Full-Day Kindergarten Instructional Environments and Reading Achievement - This brief provides some of the first evidence on how full-day kindergarten programs might structure instructional resources and practices in ways that prepare children for first grade and later school success. A summary of the brief is also available. (Amy Rathbun, American Institutes for Research, November 2010)...

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Reading/Literacy
P-3 Kindergarten

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