The early developmental competencies and school readiness of low-income, immigrant children: Influences of generation, race/ethnicity, and national origins ☆

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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): “…consistent with previous research that has found evidence suggesting that Latino/a children are more likely to exhibit strengths in the areas of social-emotional and behavioral readiness accompanied by relative weaknesses in cognitive readiness domains (Crosnoe, 2007; De Feyter & Winsler, 2009).”
A Systematic Review of Teacher–Child Interactions With Multilingual Young Children (2019, background): “…2011; Struys, Mohades, Bosch, & van den Noort, 2015), exposure to all languages (Barac & Bialystok, 2012), proficiency in all languages (Prevoo, Malda, Mesman, & van IJzendoorn, 2016), immigrant status (Johnson De Feyter & Winsler, 2009), and family’s socioeconomic status (Calvo & Bialystok, 2014).”