An examination of the heterogenous nature of literacy development in Spanish-speaking preschool children-Reference-Cited by-同舟云学术

An examination of the heterogenous nature of literacy development in Spanish-speaking preschool children

Published:2022-01-09 Issue:1 Volume:34 Page:111-127
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Solari Emily J.¹,Zucker Tricia A.²,Grimm Ryan P.³

Affiliation:

1. School of Education and Human Development, University of Virginia

2. Children’s Learning Institute, University of Texas Health Science Center Houston

3. SRI International

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2021.1981200

Reference67 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. Auxiliary Variables in Mixture Modeling: Three-Step Approaches Using Mplus

4. August, D. & Shanahan, T. (2006). Developing literacy in second language learners. Report of the National Literacy Panel on Minority-Language Children and Youth.

5. Baker, M. & Páez, M. (2018). Dual language learners in Head Start, public pre-K, and private preschool programs.

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