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

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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
Resource Type:
Reports & Papers
Author(s):
deVezin Jeanne
Country:
United States
State(s):
Texas

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