Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland

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Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland

Melhuish, E; Quinn, L; Sylva, K; Sammons, P; Siraj-Blatchford, I; Taggart, B; (2013) Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland. SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT , 24 (2) pp. 234-250. 10.1080/09243453.2012.749796. Green open access

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Type:	Article
Title:	Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland
Open access status:	An open access version is available from UCL Discovery
DOI:	10.1080/09243453.2012.749796
Keywords:	Social Sciences, Education & Educational Research, preschool, literacy, numeracy, child development, EARLY CHILD-CARE, YOUTH DEVELOPMENT, SCHOOL READINESS, NICHD, ACHIEVEMENT, PERFORMANCE, EDUCATION, OUTCOMES
UCL classification:	UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI:	https://discovery.ucl.ac.uk/id/eprint/1512684

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