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Samples in periodicals archive:
9781598571158 Early childhood literacy; the National Early Literacy Panel and beyond.
Developing early literacy: Report of the National Early Literacy Panel Washington, DC: National Institute for Literacy.
A meta-analysis conducted by the National Early Literacy Panel (2008) showed that preschool and kindergarten predictors of conventional literacy correlated with future reading success and reaffirmed the necessity of acquiring phonological awareness skills as a means to facilitate literacy development.
A new report from the National Early Literacy Panel on early-reading research indicates that teaching the alphabet and letter sounds in preschool are important to later reading success, based on a meta-analysis of 500 quantitative studies.
This report, developed by the nine-member National Early Literacy Panel (NELP), bridges the large gap in the early literacy research knowledge base.
Content was also drawn from descriptions of components of emergent literacy from the extensive review of early literacy research being conducted by the National Early Literacy Panel (National Institute for Literacy, 2007) and the National Reading Panel (National Institute of Child Health and Human Development, 2000a, 2000b).
The program was heavily influenced by the findings of "Developing Early Literacy," the 2009 report of the National Early Literacy Panel, of which Dr.
In a review of research, the National Early Literacy Panel (2008) concluded that some aspects of oral language, such as phonological awareness have substantial correlations with decoding and vocabulary and narrative discourse relate to reading comprehension.