Erratum to: Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences

Erratum to: Preparing beginning reading teachers: An experimental comparison of initial early... Read Writ (2013) 26:795–797 DOI 10.1007/s11145-013-9429-4 ERRATUM Erratum to: Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences • • Stephanie Al Otaiba Vickie E. Lake • • Luana Greulich Jessica S. Folsom Lisa Guidry Published online: 16 February 2013 Springer Science+Business Media Dordrecht 2013 Erratum to: Read Writ (2012) 25:109–129 DOI 10.1007/s11145-010-9250-2 These appendices and acknowledgement to the funders were inadvertently not included with the original publication of this article and it appears below: Acknowledgments This work was supported by (a) a Multidisciplinary Learning Disabilities Center Grant P50HD052120 from the National Institute of Child Health and Human Development and (b) a Predoctoral Interdisciplinary Research Training Grant R305B04074 from the Institute for Education Science. We acknowledge our project staff and the teachers and students participating in this project and appreciate the insightful feedback of our anonymous reviewers. The online version of the original article can be found under doi:10.1007/s11145-010-9250-2. S. A. Otaiba  V. E. Lake  L. Greulich  J. S. Folsom  L. Guidry School of Teacher Education, Florida State University, Tallahassee, FL, USA S. A. Otaiba (&)  L. Greulich  J. S. Folsom  L. Guidry Florida Center for Reading Research, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Erratum to: Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences

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Publisher
Springer Netherlands
Copyright
Copyright © 2013 by Springer Science+Business Media Dordrecht
Subject
Linguistics; Languages and Literature; Psycholinguistics; Education (general); Neurology; Interdisciplinary Studies
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-013-9429-4
Publisher site
See Article on Publisher Site

Abstract

Read Writ (2013) 26:795–797 DOI 10.1007/s11145-013-9429-4 ERRATUM Erratum to: Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences • • Stephanie Al Otaiba Vickie E. Lake • • Luana Greulich Jessica S. Folsom Lisa Guidry Published online: 16 February 2013 Springer Science+Business Media Dordrecht 2013 Erratum to: Read Writ (2012) 25:109–129 DOI 10.1007/s11145-010-9250-2 These appendices and acknowledgement to the funders were inadvertently not included with the original publication of this article and it appears below: Acknowledgments This work was supported by (a) a Multidisciplinary Learning Disabilities Center Grant P50HD052120 from the National Institute of Child Health and Human Development and (b) a Predoctoral Interdisciplinary Research Training Grant R305B04074 from the Institute for Education Science. We acknowledge our project staff and the teachers and students participating in this project and appreciate the insightful feedback of our anonymous reviewers. The online version of the original article can be found under doi:10.1007/s11145-010-9250-2. S. A. Otaiba  V. E. Lake  L. Greulich  J. S. Folsom  L. Guidry School of Teacher Education, Florida State University, Tallahassee, FL, USA S. A. Otaiba (&)  L. Greulich  J. S. Folsom  L. Guidry Florida Center for Reading Research,

Journal

Reading and WritingSpringer Journals

Published: Feb 16, 2013

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