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Ramírez, Rica; Huang, Becky H.; Salazar, Kimberly; Eik, Mari – Language, Speech, and Hearing Services in Schools, 2023
Purpose: Systematic reviews of bilingual children's reading development are very limited, and none of which solely focus on predictors of reading difficulties among those with developmental language disorder (DLD). The present scoping review fills an important need by analyzing the recent research literature on the reading outcomes of bilingual…
Descriptors: Bilingual Students, Reading Skills, Reading Difficulties, Language Impairments
Xin Li – ProQuest LLC, 2022
Evidence has suggested that preschool and kindergarten experiences affect the cognitive and social-emotion development of language-minority students (LMS). This quantitative study aims to illustrate the LMS' preschool and kindergarten experience by investigating the preschool and kindergarten experience, family environment, and school environment.…
Descriptors: Preschool Education, Kindergarten, Language Minorities, Student Experience
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Anderson, Sara; Phillips, Deborah – Developmental Psychology, 2017
We employed data from a longitudinal investigation of over 1,000 children who participated in Tulsa's universal school-based pre-K program in 2005, and path modeling techniques, to examine the contribution of pre-K classroom quality to both kindergarten- and middle-school academic skills. We also examined gender and income-related differences in…
Descriptors: Preschool Education, Kindergarten, Preschool Children, Young Children
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Rosemberg, Celia Renata; Alam, Florencia; Stein, Alejandra – Global Education Review, 2014
The study analyzed the conversational exchanges through which child tutors mediated literacy abilities and knowledge with young children in the framework of the project "From Child to Child: A Tutor-Child Literacy Program," that is being conducted in Buenos Aires, Argentina. The analysis considered the conversational moves deployed by…
Descriptors: Foreign Countries, Longitudinal Studies, Emergent Literacy, Tutors