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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
The Cross-Language Transfer of Phonological Skills of Hispanic Head Start Children
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Lopez, Lisa M.; Greenfield, Daryl B. – Bilingual Research Journal, 2004
This article determines the interlanguage relationships between oral language skills and phonological awareness abilities in 100 Spanish-speaking Head Start children learning English. Children's oral language abilities, measured using the pre-Language Assessment Scale 2000, along with their phonological awareness, measured using the Phonological…
Descriptors: Phonological Awareness, Reading Skills, Oral Language, Literacy
The Identification of Preliteracy Skills in Hispanic Head Start Children
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Lopez, Lisa M.; Greenfield, Daryl B. – NHSA Dialog, 2004
This study measured the English and Spanish language proficiency and phonological sensitivity skills of Hispanic children who attended Head Start. Its primary objective was to determine the relationship between language proficiency and phonological sensitivity in English and Spanish independently, and whether this relationship differed in English…
Descriptors: Second Languages, Disadvantaged Youth, Preschool Children, Language Skills