Carol Scheffner Hammer|Adele W. Miccio
Early Language and Reading Development of Bilingual Preschoolers From Low-Income Families
Pennsylvania State University|Pennsylvania State University
learning read complex process number factors affect childs success beginning reading complexity increases childs home language differs school child comes home limited economic resources article discusses factors shown contribute childrens success early reading namelyphonological awareness letterword identification oral language home literacy environment preliminary evidence suggests bilingual children lowincome backgrounds initially perform poorly phonological awareness letter identification tasks appear acquire abilities quickly kindergarten abilities emphasized early reading instruction addition findings show bilingual preschoolers receptive language abilities english spanish positively impact early letterword identification abilities end kindergarten positive relationship bilingual preschoolers home literacy environment early reading outcomes found date educational implications serving young bilingual children programs head start discussed