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Latino Children Attending a Two-Way Immersion Program in the United States: A Comparative Case Analysis
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Lopez, Lisa M.; Tapanes, Vanessa – Bilingual Research Journal, 2011
Research on two-way immersion programs has empirically investigated the success of such programs on children's dual-language development. The present study focuses on the language abilities of Latino children attending a Spanish-English differentiated two-way immersion program in the United States. Family dynamics relating to placement in this…
Descriptors: Immersion Programs, Hispanic American Students, Comparative Analysis, Case Studies
Dual Language and Literacy Development of Spanish-Speaking Preschool Children
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Paez, Mariela M.; Tabors, Patton O.; Lopez, Lisa M. – Journal of Applied Developmental Psychology, 2007
This article describes oral language and early literacy skills in Spanish and English for a sample of 319 bilingual children in Massachusetts and Maryland (ECS) and a comparison group of 144 monolingual Spanish-speaking children in Puerto Rico (PRC). Children were assessed as they entered and exited pre-kindergarten programs. Data collection…
Descriptors: Foreign Countries, Reading Skills, Preschool Children, Oral Language
Dual Language Abilities of Bilingual Four-Year Olds: Initial Findings from the Early Childhood Study of Language and Literacy Development of Spanish-Speaking Children.
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Tabors, Patton O.; Paez, Mariela; Lopez, Lisa M. – NABE Journal of Research and Practice, 2003
Describes language and early literacy skills in Spanish and English for a sample of bilingual children in Massachusetts and Maryland and a comparative group of monolingual Spanish-speaking children in Puerto Rico. Children were 4-year-olds entering pre-kindergarten programs. Results are discussed. (Author/VWL)
Descriptors: Bilingualism, Comparative Analysis, English (Second Language), Literacy