An Experimental Study Comparing English-Only and Transitional Bilingual Education on Spanish-Speaking Preschoolers’ Early Literacy Development

Authors

Lillian K. Durán, Utah State UniversityFollow
C. Roseth
P. Hoffman

Document Type

Article

Journal/Book Title/Conference

Early Childhood Research Quarterly

Volume

25

Issue

2

Publication Date

2010

First Page

207

Last Page

217

Abstract

An examination of the effect of instructional language on English language learners' Spanish and English literacy development from an experiment with 31 Spanish speaking preschoolers randomly assigned to two Head Start classrooms differing only in the language of instruction

Comments

Publisher’s PDF available to USU students and faculty through remote link.

Recommended Citation

Durán, L. K., Roseth, C., & Hoffman, P. (2010). An experimental study comparing English-only and transitional bilingual education on Spanish-speaking preschoolers’ early literacy development. Early Childhood Research Quarterly, 25 (2), 207-217.