Spanish-Speaking Children's Social and Language Development in Pre-Kindergarten Classrooms

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Exploring patterns of Latino/a children's school readiness at kindergarten entry and their relations with Grade 2 achievement (2013, unknown): “…examining the school readiness of Latino/a children is English language proficiency at the time of kindergarten entry, as this may influence children’s access to the curriculum and their ability to establish supportive relationships with teachers, peers, and other school staff (Chang et al., 2007).”
The Influence of Demographic Risk Factors on Children's Behavioral Regulation in Prekindergarten and Kindergarten (2011, background): “Specifically, previous research has found that prekindergartners who are ELLs often experience less than 20% of their interactions with teachers in Spanish, and 23% of ELL prekindergartners have no interactions with teachers in Spanish (Chang et al., 2007).”
Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes (2010, background): “This is particularly important given some data that note remarkable variation from child to child in the amount and quality of interactions with the teacher ( Chang et al, 2007 ; Early et al, in press) and suggests the need to learn more about young children's individual experiences in the classroom”