Title

A letter intervention in preschool: Exploring the effects of duration of program

Document Type

Poster Session

Presentation Date

4-29-2010

Conference Name

Annual meeting of the Midwestern Psychological Association

Conference Location

Chicago, IL

Abstract

Preschool children participated in a one-to-one letter intervention either twice a
week for four weeks or once a week for eight weeks (20 minute sessions).
Duration of program had no significant effects on gains in letter knowledge
during the intervention or maintenance of skills 4-weeks post-intervention.

Disciplines

Psychology