The Comprehensive Language Approach to Early Literacy: The Interrelationships among Vocabulary, Phonological Sensitivity, and Print Knowledge among Preschool-Aged Children.

MLA

Dickinson, David K., et al. “The Comprehensive Language Approach to Early Literacy: The Interrelationships among Vocabulary, Phonological Sensitivity, and Print Knowledge among Preschool-Aged Children.” Journal of Educational Psychology, vol. 95, no. 3, 1 Jan. 2003, pp. 465–81. EBSCOhost, widgets.ebscohost.com/prod/customlink/proxify/proxify.php?count=1&encode=0&proxy=&find_1=&replace_1=&target=https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&scope=site&db=eric&AN=EJ674339&authtype=sso&custid=ns315887.

APA

Dickinson, D. K., McCabe, A., & Anastasopoulos, L. (2003). The Comprehensive Language Approach to Early Literacy: The Interrelationships among Vocabulary, Phonological Sensitivity, and Print Knowledge among Preschool-Aged Children. In Journal of Educational Psychology (Vol. 95, Issue 3, pp. 465–481).

Chicago

Dickinson, David K., Allyssa McCabe, and Louisa Anastasopoulos. 2003. “The Comprehensive Language Approach to Early Literacy: The Interrelationships among Vocabulary, Phonological Sensitivity, and Print Knowledge among Preschool-Aged Children.” Journal of Educational Psychology. Vol. 95. http://widgets.ebscohost.com/prod/customlink/proxify/proxify.php?count=1&encode=0&proxy=&find_1=&replace_1=&target=https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&scope=site&db=eric&AN=EJ674339&authtype=sso&custid=ns315887.