The effect of extending the pre-kindergarten school day on literacy and language development for English language learners

Author(s): deVezin, Jeanne
Date Issued: March 04, 2010
Description: A study of the relationship between extended-day bilingual preschool participation and both language and reading levels as well as reading gains in both Spanish and English of 41 bilingual prekindergarten children and a second study of the relationship of extended-day bilingual preschool participation and both receptive and expressive language skills at the end of prekindergarten for 121 children in a large suburban school district in Texas
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Source: Unpublished doctoral dissertation, The University of Houston-Clear Lake, Houston, TX
Topics: Children & Child Development > Child Characteristics > Time In Child Care

Children & Child Development > Special Needs Children & Special Child Populations > Native Language

Programs, Interventions & Curricula > Interventions/Curricula > Early Literacy
Country: United States
States: TEXAS
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