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_US
dc.description.urihttps://docs.google.com/a/umbc.edu/viewer?a=v&pid=sites&srcid=dW1iYy5lZHV8c29ubmVuc2NoZWlubGFifGd4OjMyZDRlNTlhOTE4NmM0ZDUen_US
dc.format.extent3 pagesen_US
dc.genrepresentations (communicative events)en_US
dc.identifierdoi:10.13016/m2a9l6-dbft
dc.identifier.urihttp://hdl.handle.net/11603/21790
dc.language.isoen_USen_US
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_US
dc.titleLanguage Development in the Preschool Classroom: The Moderating Role of Emotional Supporten_US
dc.title.alternativeAdvancing low income English language learners’ vocabulary knowledge in preschool
dc.typeTexten_US

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