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  <contributors>
    <authors>
      <author>Keeslar, Matthew</author>
    </authors>
    <secondary-authors>
      <author>Hull, Claire</author>
    </secondary-authors>
  </contributors>
  <titles>
    <title>The reverberate hills: reading to young children to improve literacy</title>
    <translated-title/>
    <tertiary-title/>
  </titles>
  <periodical>
    <full-title/>
  </periodical>
  <alt-periodical>
    <full-title/>
    <abbr-1/>
  </alt-periodical>
  <pages/>
  <section/>
  <volume/>
  <number/>
  <keywords>
    <keyword>reach out and read</keyword>
    <keyword>emergent literacy</keyword>
    <keyword>early childhood development</keyword>
    <keyword>Health Literacy</keyword>
    <keyword>Social Determinants of Health</keyword>
    <keyword>Caregivers</keyword>
    <keyword>Academic Success</keyword>
    <keyword>Reading</keyword>
    <keyword>Child, Preschool</keyword>
    <keyword>Literacy</keyword>
  </keywords>
  <dates>
    <year>2018</year>
    <pub-dates>
      <date>2018-01-01</date>
    </pub-dates>
  </dates>
  <abstract>In the United States today, the early literacy of preschool children echoes throughout their future academic achievement, economic prosperity, and ultimately, their physical health.  From birth through early elementary school, emergent literacy is the knowledge of words and print that children have before learning how to read and write. Although emergent literacy has many facets, the most enduring element in foretelling future reading success is the amount caregivers read to their children.</abstract>
  <pub-location/>
  <publisher>Oregon Health and Science University</publisher>
  <issn/>
  <isbn/>
  <custom3/>
  <custom7/>
  <notes/>
  <work-type>Capstone</work-type>
  <electronic-resource-num/>
  <urls>
    <related-urls>
      <url>https://digitalcollections.ohsu.edu/record/3119/files/4082_etd.pdf</url>
    </related-urls>
  </urls>
  <language/>
</record>

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