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Development of early English language and literacy skills among Spanish-speaking children: does preschool make a difference?

Resource Type: Reports & Papers
Author(s): Han, Myae; Silva, Luisa; Vukelich, Carol; Buell, Martha J.; Hou, Likun;
Date Issued: April, 2014
Description: This study examined the early English language and literacy skill development of 179 children from 11 Head Start classrooms who participated in an added focus on language and literacy skill-building supported by Early Reading First programme. Of this sample, 118 children were Spanish-speaking English Language Learners (ELL). All children were assessed with a battery of assessments to measure their language and early literacy skills twice each year. Linear growth model analyses show that Spanish speaking ELLs made significant gains from pre- to post-test after receiving a double dose of an intervention (Head Start and Early Reading First), and there was a significant effect for years enrolled in the programme on Spanish-speaking ELLs. (author abstract)
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Funder(s): United States. Office of Elementary and Secondary Education. Early Reading First Program
Journal Title: Early Child Development and Care
Volume Number: 184
Issue Number: 4
Page Range: 537-552
Topics: Children & Child Development > Child Development & School Readiness

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

Programs, Interventions & Curricula > Programs > Early Head Start/Head Start
Country: United States
ISSN: 1476-8275 Online
0300-4430 Paper
Peer Reviewed: yes
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