Early language and reading development of bilingual preschoolers from low-income families

Author(s): Hammer, Carol Scheffner; Miccio, Adele;
Date Issued: October/December 2006
Publisher(s): Lippincott Williams & Wilkins, Inc.
Description: A review of studies discussing factors known to affect early language and emergent literacy skills and the effects of poverty and home literacy environments on bilingual preschool children's phonological awareness and letter knowledge
show entire record ↓
Funder(s): Institute of Education Sciences (U.S.) ; Institute of Education Sciences (U.S.)
Journal Title: Topics in Language Disorders
Volume Number: 26
Issue Number: 4
Page Range: 322-337
Topics: Children & Child Development > Child Development & School Readiness > Early Literacy

Children & Child Development > Special Needs Children & Special Child Populations > Native Language
ISSN: 0271-8294 Paper
1550-3259 Electronic
Peer Reviewed: yes
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Phonological awareness and bilingual preschoolers: Should we teach it and, if so, how? Other
Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children Reports & Papers
Spanish phonological awareness: Dimensionality and sequence of development during the preschool and kindergarten years Reports & Papers
The foundations of literacy Other
Computer use and letter knowledge in pre-school children: A population-based study Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate