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Scientific Studies of Reading
Volume 28, 2024 - Issue 4
Research Article
Are There Sustained Effects of a Preschool Shared-Reading Intervention Addressing Dual Language Learners?
Vibeke Grøvera Department of Education, University of Oslo, Oslo, NorwayCorrespondence[email protected]
https://orcid.org/0000-0001-6405-3601View further author information
https://orcid.org/0000-0001-6405-3601View further author information, Jan-Eric Gustafssonb Department of Education, University of Gothenburg, Goteborg, Swedenhttps://orcid.org/0000-0003-2612-0329View further author information
https://orcid.org/0000-0003-2612-0329View further author information, Veslemøy Rydlanda Department of Education, University of Oslo, Oslo, Norwayhttps://orcid.org/0000-0002-2036-3920View further author information
https://orcid.org/0000-0002-2036-3920View further author information & Catherine E. Snowc Graduate School of Education, Harvard University, Cambridge, Massachusetts, USAhttps://orcid.org/0000-0002-6292-1126View further author information
https://orcid.org/0000-0002-6292-1126View further author information