Gabrielle Chicoine, José Côté, Jacinthe Pepin, Pierre Pluye, Didier Jutras-Aswad
Key conditions for the successful implementation of evidence-based practice in concurrent disorder nursing care with the ECHO® model: Insights from a mixed-methods study
International journal of nursing studies advances
major goal study specify developmental trajectories phonics early text comprehension skills children kindergarten third grade data early childhood longitudinal study n 12261 used study participants divided 3 school readiness groups based assessment literacy skill development time entrance kindergarten different groups tracked phonics text comprehension development third grade students average high literacy readiness groups achieved high scores decoding phonics end first grade students low readiness group match scores third grade although phonics gap essentially closed third grade second significant text comprehension gap exposed 3 readiness groups analyzed assess relative contributions parent education income kindergarten literacy score thirdgrade literacy achievement results study stress need speechlanguage pathologists assess emergent literacy skills speech language clients include appropriate literacy goals treatment regimen means reducing potential need identification learning disabled reading later years elementary school