Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners

Author(s): Burchinal, Margaret; Field, Samuel; Lopez, Michael; Howes, Carollee; Pianta, Robert C.;
Date Issued: Q2 2012
Description: An examination of the relationship between the language, reading, and math skills of English language learners and both the proportion of instruction in Spanish and observed quality of teacher-child interactions, based on data from 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states
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Funder(s): National Institute for Early Education Research (U.S.) ; Pew Charitable Trusts ; Foundation for Child Development ; United States. Department of Education
Journal Title: Early Childhood Research Quarterly
Volume Number: 27
Issue Number: 2
Page Range: 188-197
Note: This report uses data from the State-Wide Early Education Programs (SWEEP) study
Topics: Children & Child Development > Child Development & School Readiness

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

Child Care & Early Education Quality > Process Quality
Country: United States
States: CALIFORNIA, GEORGIA, ILLINOIS, KENTUCKY, MASSACHUSETTS, NEW JERSEY, NEW YORK, OHIO, TEXAS, WASHINGTON, WISCONSIN
ISSN: 0885-2006 Paper
1873-7706 Online
Peer Reviewed: yes
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