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Direct linkRelyea, Jackie Eunjung; Amendum, Steven J. – Child Development, 2020
This study examined the extent to which kindergarten Spanish reading affected English reading growth trajectories through fourth grade among nationally representative Spanish-speaking bilingual students (N = 312) in the United States and whether the association varied by students' English oral proficiency. Multilevel growth curve analyses revealed…
Descriptors: Spanish Speaking, Bilingual Students, Language Proficiency, Kindergarten
Ansari, Arya; L?pez, Michael; Manfra, Louis; Bleiker, Charles; Dinehart, Laura H. B.; Hartman, Suzanne C.; Winsler, Adam – Child Development, 2017
This study examined the third-grade outcomes of 11,902 low-income Latino children who experienced public school pre-K or child care via subsidies (center-based care) at age 4 in Miami-Dade County, Florida. Regression and propensity score analyses revealed that children who experienced public school pre-K earned higher scores on standardized…
Descriptors: Grade 3, Low Income Groups, Hispanic American Students, Preschool Education
Bempechat, Janine; Li, Jin; Ronfard, Samuel – Child Development, 2018
This mixed-methods study of urban low-income, English-proficient Chinese American, second-generation 15-year-olds (conducted in 2004; N = 32) examined the relation among the virtue model of learning communicated by parents and adolescents' learning beliefs, self-regulated learning (SRL) behaviors, and academic achievement. Analysis of in-depth…
Descriptors: Chinese Americans, Socialization, Low Income, Metacognition
