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Peer reviewedMedina, Marcello, Jr.; de la Garza, Jesus V. – NABE: The Journal for the National Association for Bilingual Education, 1989
Finds that 25 Spanish-dominant Mexican-American students in a transitional bilingual program for grades one-three maintained Spanish reading achievement scores above national norms, and had English reading scores that equaled or surpassed those of 118 English-dominant Mexican-American students in regular classes. Contains 28 references. (SV)
Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Students, Comparative Analysis
