Search results for: Griffith Priscilla L.
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Teacher Professional Development for At-Risk Preschoolers: Closing the Achievement Gap by Closing the Instruction Gap
The current paper describes the Griffith-Kimmel professional development model that has evolved from work with grants based on Early Reading First. The results show that children in the ERF intervention classrooms scored significantly higher on each of the three measures than did the children in the comparison classrooms—alphabet knowledge, print concepts, and phonological awareness rhyming.
Updated: Jul. 26, 2011