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An experimental study comparing English-only and Transitional Bilingual Education on Spanish-speaking preschoolers’ early literacy development An examination of the effect of instructional language on English language learners' Spanish and English literacy development from an experiment with 31 Spanish speaking preschoolers randomly assigned to two Head Start classrooms differing only in the language of instruction |
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Narrative development in bilingual kindergarteners: Can Arthur help? A study of the effect of watching the children’s TV program, Arthur, on the development of English narrative skills in a sample of 108 English-language learners (ELL) over their kindergarten year |
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Influences of teacher-child social interactions on English language development in a Head Start classroom A study of the language use of four children from Spanish-speaking families and two teachers in a Head Start classroom |
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Supporting early oral language skills for English language learners in inner city preschool provision A study of the effects of the Talking Time and the Story Reading interventions on the oral language skills of English language learners (ELLs) in three preschools that follow the Early Years foundation stage curricula |
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Parent involvement in early childhood: A comparison of English language learners and English first language families Comparisons of parents' communication teachers, involvement in children's education, and parent knowledge of children's abilities in reading and mathematics between groups of parents who speak English as a first language (ELI) and those who are English language learners (ELL), based on data from 42 kindergarten-aged children, their parents, and their teachers |
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New Americans: Child care decision-making of refugee and immigrant parents of English language learners Findings from two case studies of refugee and immigrant families' child care beliefs, experiences, and decisions, based on focus groups of Cambodian, Somali, and Sudanese refugee parents in Portland, Maine, and Mexican immigrant parents in Denver, Colorado, as well as interviews and surveys from early care providers and K-2 teachers in both locations |
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Effects of a cross-linguistic storybook intervention on the second language development of two preschool English language learners An account of changes in child-initiated utterances and responses to others in English during large circle reading time after a shared dialogic book reading experience using a Spanish translation of a book in the children's homes and an English edition of the same title in a Head Start center, for 2 children |
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Early mathematics achievement trajectories: English-language learner and native English-speaker estimates, using the Early Childhood Longitudinal Survey A study of differences in the kindergarten through fifth grade mathematics achievement trajectories of children from English and non-English speaking households and children from different socioeconomic backgrounds, based on a secondary analysis of a set of longitudinal data collected from thousands of children |
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Teaching literacy in English language in Singaporean preschools: Exploring teachers' beliefs about what works best An exploration of the perceptions of kindergarten teachers from Chinese, Indian, and Malay backgrounds, influenced by Western and Eastern teaching methods, on effective practices for teaching English to children learning the language as a second language, based on interviews with 8 teachers in 3 kindergartens |
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Relationships among preschool English language learner’s oral proficiency in English, instructional experience and literacy development A comparison of the gains in English proficiency and comprehension among low-income preschoolers attending 16-weeks of English instruction in either a comprehension-based or letter/rhyme decoding-based program, based on a population of 38 native English, Spanish, and Hmong speakers |
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Does teacher educational training help the early math skills of English language learners in Head Start? A study of the relationship between the early math skills of immigrant preschoolers and teacher educational levels, certification, and professional training, based on data from a nationally representative dataset |
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Chinese immigrant families and bilingualism among young children A study of the relationship between both English and Mandarin language comprehension and gender, birth order, maternal language level, age of child, age of enrollment in English-speaking educational facilities, and languages used by parents in story reading, based on data from 35 4- to 8-year-olds in two-parent Chinese immigrant families, living in two midsize American cities, who attended English-speaking facilities for over 30 months |
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Two tests of the effectiveness of bilingual education in preschool A comparison of the English literacy outcomes of two groups of English language learners (ELL’s) enrolled in Manchester Even Start: four Latino 4-year-olds in a bilingual environment and four ethnically/linguistically diverse 4-year-olds in an English-only environment |
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Preschoolers' funds of knowledge displayed through sociodramatic play episodes in a bilingual classroom A study to identify cultural traits that were exhibited during sociodramatic play episodes of Mexican American children in a Dual Language early childhood program in South Texas |
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Predicting ELL students' beginning first grade English oral reading fluency from initial kindergarten vocabulary, letter naming, and phonological awareness skills A study of the relationships between both English letter naming fluency and initial sound fluency at kindergarten entry and both first grade English vocabulary skills and oral reading fluency, based on data from 2,481 English language learners in 291 Florida Reading First schools from the 2004-2005 school year |
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Risk for poor performance on a language screening measure for bilingual preschoolers and kindergarteners A documentation of the risk for language impairment in Latino children with different levels of exposure to English and Spanish, with comparisons by language group, year of first English exposure, child age, and mother's education, based on data from 1,029 preschool- and kindergarten-age children and their parents in 12 schools across three school districts in Central Texas and Northern Utah |
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Teacher characteristics, classroom instruction, and student literacy and language outcomes in bilingual kindergartners An observational study of the effect of teacher quality on student language and literacy achievement in 35 bilingual kindergarten classrooms |
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Two-way and monolingual immersion in preschool education: An experimental comparison An experimental study comparing the numeracy, language and literacy proficiency impacts of dual language and monolingual English immersion preschool programs on children |
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Using speech sounds to guide word learning: The case of bilingual infants An investigation of the relationship between speech perception and word learning based on two experiments with bilingual infants between the ages of 14 and 20 months |
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Effects of a two-way bilingual program on the literacy development of students in kindergarten and first grade A study investigating the effects of a two-way bilingual program on the literacy development of kindergarten children and first grade children who were English language learners (ELLs), former ELLs, and native English speakers |
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The relation between teacher input and lexical growth of preschoolers An examination of the growth in the vocabulary skills of monolingual children and English language learners (ELL) in the same classroom, based on assessments of 104 children from 10 preschool classrooms in the greater Boston Area |
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Understanding school readiness abilities of bilingual Latino Head Start children and the differences among Latin American regions A study of differences in oral language, cognitive, and early literacy/numeracy abilities in both English and Spanish in groups of bilingual Latino Head Start children from different Latin American regions, based on data collected from 202 study participants in five counties in Florida, at 29 Head Start sites |
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Using a teacher rating scale of language and literacy skills with preschool children of English-speaking, Spanish-speaking, and bilingual backgrounds Three studies of English-speaking, Spanish-speaking, and English/Spanish bilingual children, including a study of language background differences in the relationships between scores on the Teacher Rating of Oral Language and Literacy (TROLL) measure and the Preschool Language Scale-4 (PLS-4), a comparison of the TROLL scores of the children of the three groups, and a study of the language backgrounds of children scoring below the 10th percentile, based on data from 353 children in early childhood education programs in an urban area of the Southwestern United States |
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Second language learning and first language enhancement in a prekindergarten dual-language classroom |
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The effect of maternal language on bilingual children's vocabulary and emergent literacy development during Head Start and kindergarten An examination of the relationships between maternal English and Spanish language use and both vocabulary and emergent literacy development over 2 years in Head Start and kindergarten, and an examination of differences by child gender, based on data from 72 mothers and their bilingual children in English immersion programs |
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