Relative Effects of a Comprehensive Versus Reduced Training for Head Start Teachers Who Serve Spanish-Speaking English Learners
Author:
Affiliation:
1. School of Education, University of California, Davis
2. Children’s Learning Institute, University of Texas Health Science Center, Houston
Publisher
Informa UK Limited
Subject
Developmental and Educational Psychology,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/10409289.2016.1158610
Reference65 articles.
1. Phonological processing and emergent literacy in Spanish-speaking preschool children
2. Phonological processing and emergent literacy in younger and older preschool children
3. Teaching Practice and the Reading Growth of First‐Grade English Learners: Validation of an Observation Instrument
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