Examining the role of time and language type in reading development for English Language Learners

Journal of School Psychology

Volumn 47, Issue 3, 2009, Pages 143-166

  Betts, Joseph ^a   Bolt, Sara ^b   Decker, Dawn ^c   Muyskens, Paul ^d   Marston, Doug ^d  

^a Center for Cultural Diversity and Minority Education   (United States)

^b MICHIGAN STATE UNIVERSITY   (United States)

^c CENTRAL MICHIGAN UNIVERSITY   (United States)

^d Minneapolis Public Schools   (United States)

Author keywords

Academic assessment; Curriculum based measurement; English language learners; Language development

Indexed keywords

ACHIEVEMENT; ARTICLE; CHILD; CULTURAL ANTHROPOLOGY; FEMALE; HUMAN; LANGUAGE; LEARNING; MALE; PRESCHOOL CHILD; READING; TIME; TIME PERCEPTION;

ACHIEVEMENT; CHILD; CHILD, PRESCHOOL; CULTURE; FEMALE; HUMANS; LANGUAGE; MALE; READING; TIME FACTORS; TIME PERCEPTION; VERBAL LEARNING;

EID: 62949106765     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jsp.2008.12.002     Document Type: Article

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