Language Development in the Preschool Classroom: The Moderating Role of Emotional Support

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dc.contributor.authorDowling, Rebecca
dc.contributor.authorSonnenschein, Susan
dc.contributor.authorBaker, Linda
dc.contributor.authorSun, Shuyan
dc.date.accessioned2021-06-21T21:05:06Z
dc.date.available2021-06-21T21:05:06Z
dc.date.issued2016
dc.descriptionRoundtable discussion presented at AERA, Washington, D.C.en
dc.description.urihttps://docs.google.com/a/umbc.edu/viewer?a=v&pid=sites&srcid=dW1iYy5lZHV8c29ubmVuc2NoZWlubGFifGd4OjMyZDRlNTlhOTE4NmM0ZDUen
dc.format.extent3 pagesen
dc.genrepresentations (communicative events)en
dc.identifierdoi:10.13016/m2a9l6-dbft
dc.identifier.urihttp://hdl.handle.net/11603/21790
dc.language.isoenen
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Psychology Department Collection
dc.relation.ispartofUMBC Faculty Collection
dc.rightsThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
dc.subjectUMBC Children and Families, Schooling and Development Laben
dc.titleLanguage Development in the Preschool Classroom: The Moderating Role of Emotional Supporten
dc.title.alternativeAdvancing low income English language learners’ vocabulary knowledge in preschool
dc.typeTexten

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