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Direct linkCristina Carrazza; Susan C. Levine – Grantee Submission, 2024
Children vary widely in their number knowledge by the time they enter kindergarten, and this variation is related to their future academic success. Although talk about number predicts children's early understanding of foundational number concepts, we know little about whether interventions can increase this talk nor about the types of number talk…
Descriptors: Numeracy, Numbers, Computation, Books
