Are there developmental patterns in emergent bilingual children’s English letter-name knowledge?-Reference-Cited by-同舟云学术

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Are there developmental patterns in emergent bilingual children’s English letter-name knowledge?

Published:2023-05-04 Issue:2 Volume:27 Page:159-172
ISSN:1367-0050
Container-title:International Journal of Bilingual Education and Bilingualism
language:en
Short-container-title:International Journal of Bilingual Education and Bilingualism

Author:

Park Somin¹^ORCID,Piasta Shayne B.¹^ORCID

Affiliation:

1. Department of Teaching and Learning & Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, USA

Funder

Institute of Education Sciences

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education,Language and Linguistics

Link

https://www.tandfonline.com/doi/pdf/10.1080/13670050.2023.2208708

Reference44 articles.

1. Development of Bilingual Phonological Awareness in Spanish-Speaking English Language Learners: The Roles of Vocabulary, Letter Knowledge, and Prior Phonological Awareness

2. Spanish phonological awareness: Dimensionality and sequence of development during the preschool and kindergarten years.

3. Baker, M., and M. Páez. 2018. The Language of the Classroom: Dual Language Learners in Head Start, Public pre-K, and Private Preschool Programs. Washington, DC: Migration Policy Institute.

4. Print knowledge in Yucatec Maya–Spanish bilingual children: an initial inquiry

5. Levels of bilingualism and levels of linguistic awareness.

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